Date: March 1, 2017

Time: 8:00-9:00
Subject: Writing
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Writing
Summary of previous lessons you are building upon:
Narrative Writing or Research
Context (size of groups, where lesson will take place):
Individual or small group (student choice)
Students will seat where they feel they will work most effectively
Materials:
Writers Notebook
Vocabulary (kid-friendly):
Edit
Proofread
Revise
Punctuation
Objectives:
SWBAT revise a story to ensure it includes all the writing musts.
*ELP Standard(s)/ Performance Indicator (s):

Revising a student draft as a class, in small groups and independently with audience and
purpose in mind for: word choice sequence of ideas (introduction, body, conclusion) adding/deleting/
moving supporting details effective transitions sentence structure (combining/adding/ deleting,
complete and varied sentences) using revision tools. (checklists, rubrics, and reference materials) III-
W-3:HI-4 5.W.4;5
Standards:
5.W.2a-e Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Procedure:
1. Anticipatory Set
2. Activity
a. Students will continue to add to, revise, edit, and proofread their current stories.
3. Closing
Evaluation/Assessment:
Language Support:
Students can use their native language to write in if needed
Date: March 1, 2017
Time: 9:50-10:20
Subject: Daily 5 (Read to Self)
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Read to Self
Summary of previous lessons you are building upon:
Just-RIght Book Choice and encouraging love of reading
Context (size of groups, where lesson will take place):
Independent Reading
Students will seat where they feel they will work most effectively
Materials:
Independent Reading Book
Vocabulary (kid-friendly):
Cause/Effect: One event makes another event happen
Objectives:
SWBAT identify how events affect the overall story.
*ELP Standard(s)/ Performance Indicator (s):
Compare and contrast fiction with nonfiction III-R-4:HI-1
Identify the cause and effect relationship of two related events in a literary selection III-R-4:B-LI-
12
Compare and contrast two characters within a fictional text III-R-4:B-LI-18 5.RL.3
Compare and contrast two items within an expository text III-R-4:B-LI-30 5.RI.3
Standards:
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Procedure:
1. Anticipatory Set
2. Activity
a. Students will choose an independent book and read to themselves while looking
for cause/effect in their text.
3. Closing
Evaluation/Assessment:
Language Support:

Date: March 1, 2017

Time: 10:20-11:00
Subject: Science
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Paper Towers
Summary of previous lessons you are building upon:
Will be an introductory lesson to the Engineering FOSS Kit
Context (size of groups, where lesson will take place):
Groups of 4 or 5
At their own tables
Materials:
FOSS Kit
Vocabulary (kid-friendly):
Engineer: someone who designs or builds things
Objectives:
SWBAT create a solution to a given problem.
*ELP Standard(s)/ Performance Indicator (s):
Demonstrate relationships among facts, ideas or events using academic vocabulary in
classroom discussions (e.g., problem/solution, cause/effect, etc.) III-LS-1:B-HI-5 5.SL.1;4
Respond to comprehension questions by demonstrating relationships among facts, ideas or
events and extending the information to other relevant contexts using appropriate academic vocabulary.
(e.g., problem/solution, cause/effect, compare/contrast, etc.) III-LS-1:B-HI-6 5.SL.1c
Respond to social conversations by rephrasing and repeating information, asking questions,
offering advice, sharing ones experiences, and expressing ones thoughts. III-LS-1:B-HI-8 5.SL.1
Standards:
Define a simple design problem reflecting a need or a want that includes specified criteria for
success and constraints on materials, time, or cost. 3-5-ETS1-1
Procedure:
1. Anticipatory Set
a. According to FOSS Kit
2. Activity
a. According to FOSS Kit
3. Closing
a. According to FOSS Kit
Evaluation/Assessment:
According to FOSS Kit
Language Support:
Be placed in groups
Use native language as needed
Date: March 1, 2017
Time: 11:00-12:00
Subject: Math
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Fractions
Summary of previous lessons you are building upon:
Module 4
Context (size of groups, where lesson will take place):
Whole Class
In seats
Materials:
Math Notebook
Engage NY Curriculum
Unifix cubes
Vocabulary (kid-friendly):
Fraction
Objectives:
Fraction practice and retention
*ELP Standard(s)/ Performance Indicator (s):
Communicate orally by presenting dialogue, skits and drama using appropriate rhythm, rate,
phrasing and expression. (math, science, social studies) III-LS-2:B-HI-2 5.SL.6
Participate in socio-functional communication tasks using complete sentences III-LS-2:B-HI-4
5.SL.1
Standards:
Multiply Whole Numbers TImes Fractions Using Two Methods 5.NF.4
Find the Area 4.MD.4
Procedure:
1. Anticipatory Set
a. Fraction multiplication
b. Find the area
2. Activity
a. Continued fraction packets
3. Closing
a. Fraction interventions
Evaluation/Assessment:
Checking Engage NY Problem Set in Math Notebooks
Language Support:
Use of Native language for support
Groups