Weekly Block Plan 10/18-10/20

Dates:
Student Teacher: Abbie Manges
10/18-10/20

Subject/Time MONDAY TUESDAY WEDNESDAY

Math State Standard: Cooperating teacher is teaching. Cooperating teacher is teaching.
9:15-10:20 CC.2.4.3.A.3 Solve problems and make
change involving money using a
combination of coins and bills.

Objective:
TSWBAT add money using the standard
algorithm.
Materials:
“Menu Math” activity
“Adding Money” worksheet
Lesson Development with
Differentiation:
1. T displays the intro problem on the
board.
2. T reads with S and models using
CUBES.
3. T gives S time to solve the problem.
4. T circulates to observe S strategies.
5. T chooses S to come to the board to
demonstrate addition strategy.
6. S share solutions.
7. T projects “Menu Math” activity on the
board.
8. T circles problems for S to complete.
9. T may complete 2-3 problems with S
before allowing them to work
independently.
10. After several practice problems, T
 gives S the “Adding Money” worksheet.
11. T gives time for S to complete in class.
12. Whatever is not finished in class is
taken home for homework.

Product: S create their own word

problems that involve adding money.
Assessment:
Adding money with the standard
algorithm –
T will collect the “Adding Money”
homework page to evaluate S ability to
add money using the standard algorithm.
Modifications/Accommodations:
Cooper/Eva (gifted): Cooper and Eva may
choose to create their own word
problems that involve adding money.
ELA State Standard: State Standard: Cooperating teacher is teaching.
12:00-12:30 CC.1.3.3.K Read and comprehend literary CC.1.3.3.K Read and comprehend literary fiction
fiction on grade level, reading on grade level, reading independently and
independently and proficiently. proficiently.

CC.1.4.3.M Write narratives to develop CC.1.4.3.L Demonstrate a grade-appropriate

real or imagined experiences or events.
CC.1.4.3.L Demonstrate a grade-
appropriate command of the conventions
of standard English grammar.
Objective:
TSWBAT respond to the poem through
visualization.
TSWBAT publish the draft of their
personal narrative.
TSWBAT choose the appropriate
conjunction to combine the two simple
command of the conventions of standard
English grammar.
CC.1.4.3.X Write routinely over extended time
frames and shorter time frames for a range of
discipline-specific tasks, purposes, and
audiences.
Objective:
TSWBAT respond to the poem through making
a text-to-self, text-to-text, or text-to-world
connection.
TSWBAT write an acrostic poem.
sentences into a compound sentence.
Materials:
Poem Chart
Narrative Google slide
“Review Conjunctions” slide
“Review Conjunctions” worksheet
Lesson Development with
Differentiation:
1. T introduces the poem, reading it with
S, highlighting key features (i.e. rhyme
scheme, stanzas, lines).
2. T breaks S into pairs, and S read to
each other.
3. Once completed, S complete the
Visualization slide.
4. S take out their Writing Journals and
finish typing their personal narratives,
correcting the necessary grammatical and
spelling errors.
5. T circulates to provide support.
6. T projects “Review Conjunctions” on
board.
7. T leads S in a review and guides S to
complete practice problems.
8. S complete the “Review Conjunctions”
worksheet independently.
9. If necessary, T may model completing
the first problem.
10. Once finished, S submit.
Process: S may dictate the story while T
types.
Assessment:
Respond to the poem –
T will collect the Poem Chart on Friday
and formally assess S completion of the
Visualization slide.
TSWBAT create two sentences that include
common and proper nouns in response to a
prompt.
Materials:
Poem Chart
“Connect to Writing” slide
Writing Journals
“Acrostic Poem” worksheet
Lesson Development with Differentiation:
1. T breaks S into pairs, and S read the poem to
each other.
2. Once completed, S complete the Connections
slide.
3. T passes out the “Acrostic Poem” worksheet.
4. T tells S they will be creating a poetry book of
poems they have written.
5. T projects the “Acrostic Poem” worksheet on
the board.
6. T reads the example poem, highlighting the
key features of an acrostic poem.
7. T works with S to create an acrostic poem as
a class.
8. S write the poem on their page as T writes on
the board.
9. T circulates to provide support.
10. S take time to try writing their own acrostic
poem.
11. T collects for revisions before S write the
published poem in their poetry book.
12. T projects “Connect to Writing” slide on the
board.
13. T reads the passage and guides S to answer
the prompts.
14. S answer the final prompt in their Writing
Journal with at least two sentences.
15. T circulates to star the page once S finish.
 Publish narrative –
T will collect the narratives and formally
assess S ability to develop, revise, and
publish the narrative using a rubric.
Choose the appropriate conjunction –
T will collect the “Review Conjunctions”
worksheet and formally evaluate S
performance.
Modifications/Accommodations:
Nate/Gianna (nonidentified struggling
learner): Nate and Gianna will read their
narratives while T types.
ELA State Standard:
1:50-2:55 CC.1.2.3.G Use information from text
features to demonstrate understanding
of text.
Product: For the sentence writing assignment,
some S may be given an extended goal of
including conjunctions.
Assessment:
Respond to the poem –
T will collect the Poem Chart on Friday and
formally assess S completion of the Connection
slide.
Write an acrostic poem –
T will collect S drafts of their acrostic poems and
evaluate them to identify if S followed the rules
of the acrostic poem.
Create two sentences that include common and
proper nouns –
T will circulate the class to read S sentences and
informally evaluate their use of common and
proper nouns. T will use a checklist to “star” S
who accurately wrote the sentences.
Modifications/Accommodations:
Eva/Cooper (gifted): Eva and Cooper will be
asked to write four sentences, including
common and proper nouns and two
conjunctions.
State Standard: State Standard:
CC.1.2.3.A Determine the main idea of a text; CC.1.1.3.D Know and apply grade-level
recount the key details and explain how they phonics and word analysis skills in
support the main idea. decoding words.

CC.1.2.3.D Explain the point of view of the
author.
CC.1.2.3.A Determine the main idea of a
text; recount the key details and explain
how they support the main idea.
Objective:
CC.1.2.3.G Use information from text features
to demonstrate understanding of text.
CC.1.2.3.D Explain the point of view of the
author.
Objective:
CC.1.3.K Read and comprehend literary
fiction on grade level, reading
independently and proficiently.
Objective:
TSWBAT identify features of poetry.
TSWBAT discuss key elements of a variety
of poems in “Adventures with Words”.
TSWBAT identify the point of view of a
text.
TSWBAT retell key details of the story.
TSWBAT determine text features used in
a story.
TSWBAT respond to “Dear Primo” by
accurately answering comprehension
questions.
Materials:
Guided Reading texts (levels M, O, P, and
S)
Spelling Packet
Vocabulary Packet
“Dear Primo” questions
Lesson Development with
Differentiation:
1. T breaks S into groups for guided
reading.
2. T takes the lowest group to the back
table first.
3. T reads to S, guiding them in a
discussion about the text’s point-of-view,
retelling of main ideas, and text features
found in the story.
4. After 15 minutes, T switches to the next
group.
5. 6. While T works with S, the other
groups work independently on the
following specified activities: rereading
“Dear Primo”, answering “Dear Primo”
questions, completing Spelling Packet,
and completing Vocabulary Packet.
7. T continues to rotate until all groups
have met with T.
Product: During the “Dear Primo”
TSWBAT differentiate between communication
through text messages and letters.
TSWBAT retell key details of “Dear Primo”.
TSWBAT apply understanding of point-of-view,
text features, and retell strategies during a cold
read.
Materials:
“Dear Primo”
“Knowledge Map” worksheet
“Dear Primo” Test
“Week 1 Test” HMH
Lesson Development with Differentiation:
1. T leads S in discussion of the two stories read
– “A LOL Story” and “Dear Primo.”
2. T displays the “Knowledge Map” worksheet.
3. T guides S to identify specific traits of
communication in a letter and texting.
4. S write the notes in their books.
5. T walks through “Dear Primo,” asking S
questions from the story.
6. T questions involve text features, key details,
and point-of-view.
7. S engage in the discussion.
8. After, S complete the “Dear Primo” quiz and
the “Week 1 Test” on the HMH site.
9. Once finished, S may read library books.
Process: T may read the passages, questions,
and answer choices to S.
Assessment:
Apply point-of-view, key details, text features –
T will formally assess S ability to apply these
skills to unknown texts during the “Week 1
Test”.
Retell key details of “Dear Primo”–
TSWBAT accurately spell words following
the long “I” rule.
Materials:
“Adventures with Words”
Spelling List
Writing Journal
Lesson Development with Differentiation:
1. T introduces S to the poems by relating
to background knowledge of writing and
reading the weekly poetry.
2. T briefly reviews key aspects of poems
(rhyme, meter, rhythm, stanzas).
3. T connects poetry to a type of
expression, asking S to predict how people
may use poetry to express themselves.
4. T reads the poems from “Adventures
with Words” and asks the discussion
questions during the reading.
5. S engage in discussion as a whole group.
6. After reading, T projects the spelling list,
highlighting the various vowel teams that
produce long “I” spellings.
7. T dictates the spelling words and writes
them on the board.
8. S copy into their Writing Journals.
Learning Environment: Instead of T
reading, S may listen to “Adventures with
Words” or read with a partner.
Assessment:
Identify features of poetry –
T will informally assess S ability to identify
features of poetry by engaging S in a
discussion prior to reading.
T will use popsicle sticks to ensure multiple
S answer the questions.
T will formally evaluate S ability to identify
features of poetry during a summative
 question time, S may make a poster
advertising the story and include key
details from the story.
Assessment:
Point-of-view, key details, text features –
T will informally assess S ability to identify
point-of-view, key details, and text
features by asking guiding questions
during group time.
T will formally assess S ability to apply
these skills to unknown texts during an
assessment the following day.
Respond to “Dear Primo” through
questions –
T will formally assess S understanding of
“Dear Primo by collecting the questions
and evaluating them for accuracy.
Modifications/Accommodations:
Cooper/Eva (gifted): Cooper and Eva will
be in a group with the highest reading
level, reading a challenging text at a 4th
grade level.
Nate (nonidentified struggling learner):
Nate will be in the lowest group, reading
a text at a 2nd grade reading level. He will
receive extra time in small groups.
Self-Evaluation:
T will formally assess S ability to retell key
details of “Dear Primo” during the “Dear Primo”
Test.
Differentiate between communication through
letters and text messages –
T will informally assess S ability to differentiate
between the features of communication in the
letter and texts by guiding S in a discussion. T
will circulate to analyze the annotations S
documented to highlight the differences.
Modifications/Accommodations:
Nate (nonidentified struggling learner): T will
read the passages, questions, and answer
choices to Nate during both assessments.
assessment on a later date.
Discuss key elements of a variety of poems
–
T will informally assess S ability to key
elements of the poems by engaging S in
discussion questions during the reading. T
will use popsicle sticks to ensure multiple S
answer the questions.
Accurately spell words following the long
“I” rule –
T will formally assess S ability to spell
words following the long “I” rule by
collecting the Spelling Packet S will
complete later in the week.
Modifications/Accommodations:
Nate (nonidentified struggling learner):
Nate will receive a text with key aspects of
the poems already highlighted.
 Because this was my last week, my cooperating teacher and I developed a plan for my gradual give back of teaching
responsibilities. This is displayed on the block plan, where I first gave back science, then math, and finally ELA. It was an incredibly
different experience observing my cooperating teacher lead the instructional periods after I had the opportunity to oversee the
curriculum for a period. From this perspective, I was able to analyze and compare how I would have constructed the lesson or
delivered the information.
In a similar fashion, during my last few weeks in the placement, there were several days on which my cooperating teacher was
absent. On these days, I felt as though I had more control of the classroom without any interruptions. If this were the first week or so
of my take over, I think I would have been nervous without my cooperating teacher as fall back or to have for any questions that may
arise. However, in a short time, I have grown increasingly comfortable with my role in the classroom from an academic and
management perspective. I am eager to have my own classroom in order to have the freedom to develop my own plans and activities
for the students.
Having been in charge of running the day for a couple of weeks now, I gained confidence and comfortability with the flow of
the day. I think one of my greatest improvements in this placement has been my ability to smoothly transition students between
activities within lessons as well as between subjects and periods during the day. Initially, I struggled with timing and knowing the
flow of the lessons. However, as time went on, I felt an increase of flexibility with the control and flow of the day as I became more
familiar with the schedule. This was encouraging to see myself grow and develop in this manner as I anticipate leading my own
classroom in a short period of time.