stage three sample weekly planner daily lesson guide month at a glance
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District 3 Magnet Curriculum Writing Institute 2012
Stage Three SampleWeekly Planner
Daily Lesson GuideMonth at a Glance
Look at your stage one skills and content (you will find them on Rubicon/Scope and Sequence/CCSS)
Decide the order in which you wish to teach them
Step One: Sequence Skills/Content
Reading SkillsFact vs. OpinionPAWS – Preview a text, activate prior knowledge, wonderings, set a
speedMain idea and argumentSupporting DetailsAudienceTone/Voice/MoodPoint of ViewCause and Eff ectTransition words
Writing
Summary – Non fi ctionFormal and Informal LanguageNote Taking StrategiesResearchParaphrasingThesis Statement and LeadPoint of ViewBusiness Letter Format
Skills/Content
Step Two: Weekly Planner
Week
Skills/ Content Activities Culminating Project Work
1 Visual AnalysisGoal SettingFact vs. Opinion
Complete a visual analysis of mystery picture.Goal Setting based on pre-assessment.Reading of a persuasive text followed by completion of a graphic organizer.
Students asked for clarifications regarding the final project.Students brainstormed potential project ideas.
2 PAWS Preview a text Activate prior knowledgeWonderingsSpeed of readingMain idea and argument
Read non-fiction texts about Flushing Community and RKO Keith’s theater.
Students determined their final building type for the project, started planning and gathering resources.
3 Point of ViewCause and EffectResearchTransition WordsNon fiction summary
Read persuasive texts to determine POV.Read non-fiction to determine cause and effect.Write a persuasive piece using transition words.Write a non fiction summary.
Students completed the outline for their persuasive letter using a graphic organizer.
Step Three: Daily Lesson Guide
Monday Tuesday Wednesday Thursday FridayContent FocusLaunch
Hook: Visual Analysis of RKO Keith
Work Analysis of photograph and predictions, group discussion
Daily Assessment: Visual analysis work/question sheet handout
Content FocusLaunch Continued
Hook: Introduction of the driving question---student discussion
Work Introduction of project, rubrics, forming groups, brainstorming
Daily Assessment:Thinking Map
Content FocusPre Assessment
Hook:
Work
Daily Assessment:
Content FocusGoal Setting
Hook:
Work Analysis of pre-assessment and goal setting.
Daily Assessment:Worksheet with individual goals
Content Focus Fact vs Opinion
Hook:Read Aloud (Persuasive text RKO)
Work Collaborative effort to find language in read aloud to prove facts or opinion
Daily Assessment: Fact Sheet – Graphic Organizer
Step Four: Month at a Glance
Monday Tuesday Wednesday Thursday Friday
Project Launch(Visual
Analysis)
Project Launch (Project
Introduction)
Pre-assessment
Goal Setting based on pre-assessment
Fact and Opinion
Pre-viewing a text
Activate prior
knowledge
Writing down wonders
Setting a reading speed
Main idea and argument
Supporting details
Audience Formal/ Informal language
Tone/Voice/Mood
Assessment
Point of View Cause and Effect
Research Transition Words
Summarizing Non-Fiction
Note Taking Skills
Paraphrasing
Thesis Statement and Lead
Drafting Business Letter Format
Peer Review Editing and Revision
Rehearsal Presentation Reflection
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