CRT Weekly Lesson Plan: Mr. Josh Borders & Ms.

Joey Gray 30 MIN Objective: WWBAT Identify three characteristics of a desert, after reading the non-fictional text, without assistance MONDAY STATION #1 Non-fiction video (deserts)streaming.discoveryeducation.com Objective: WWBAT define and describe STATION #2 the five components of theme with Introduce vocab and do vocab study with guided assistance co-teacher *p. 75 (in teacher book) TUESDAY STATION #1 Introduce 'theme' and fill out a t-chart with the teacher *p. 50 Tier 3: Cut outs of components to glue Tier 3: Provide word bank or two choices onto T-Chart Objective: WWBAT describe main conflict, character responses, and conflict resolution of story during choral reading WEDNESDAY Choral Read Aloud with 'close read' prompts *p. 51-56 Objective: WWBAT compare and contrast main characters of story via writing workshop activity with partner THURSDAY Vocab practice *p. 76 (in teacher book) Tier 3: Read aloud, number word bank choices, or remove multiple choice option if needed Objective: WWBAT review what we Jeopardy review (vocab, story, theme, learned about the story via collaborative and deserts) *p. 78-79 (in teacher book) jeopardy and apply our knowledge to a selection test FRIDAY Collaborative Jeopardy review (vocab, story, theme, and deserts) *p. 78-79 (in teacher book) Key: WWBAT: We Will Be Able To CFU: Check for Understanding FRIDAY Reader's theater or Partner read *p. 51-56 THURSDAY Read aloud with 'close read' prompts *p. 51-56 WEDNESDAY CFU: Students will complete and submit literary analysis grafic organizer for conflict and theme Compare/contrast main characters in writing workshop *p. 73 (in teacher book) Tier 3: Provide guiding questions and/or bullet points for each character if needed CFU: Students will think, pair, and share about compare and contrast of Assessments and selection test (A or B/C) TUESDAY CFU: Students will complete a t-chart to demonstrate their understanding of 'theme' components (Spot Check) Literary Analysis and writing workshop *p. 71 (in teacher book) Tier 3: Provide theme statement if needed 30 MIN STATION #2 Non-fiction reading (deserts) with co-teacher *p. 60-65 MONDAY CFU: Students will submit KWL chart with at least three facts they learned about the desert STATION #3 Listen to story on the CD and do 'mark it up' activity *p. 51-56 30 MIN STATION #3 KWL chart on deserts with teacher 30 MIN (Remediation) Tier 3A- letter sound match (fluency) Tier 3B- character consideration (comprehension)

*stations with teacher and co-teacher Tier 3A- character consideration (comprehension) Tier 3B- letter sound match (fluency)

*stations with teacher and co-teacher Tier 3A- Jumping Words (fluency) Tier 3B- Text Feature Find (comprehension)

*stations with teacher and co-teacher Tier 3A- Text Feature Find (comprehension) Tier 3B- Jumping Words (fluency)

*stations with teacher and co-teacher Assessments and selection test (A or B/C) Tier 1: Selection Test B/C Tier 2: Selection Test A Tier 3: Adapted Selection Test A (remove one answer choice and/or circle most important word in the question if needed

CFU: Students will complete test and turn in for a grade

**30 minute remediation will be conducted with Tier 3 students (split into sub tiers 3A & 3B) and conducted by teacher and co-teacher