WEEKLY BLOCK PLAN

Name: Samuel Bishop Dates: 2/15, 2/16 Class Period or Subject: Reading

Topic: Argumentative Texts Grade Level: 4th Co-op initials with date:

Monday Reading test, then when they are done, students will look at TDA 4 some
more and continue their detective work. Single plan already typed.
Tuesday Did vocabulary only, see previous weekly block schedule
Wednesday FOOD FIGHT
PA Standard - CC.1.2.4.A
Anchor/Standar Determine the main idea of a text and explain how it is supported by key
d or Eligible details; summarize the text.
Content Eligible Content - E04.B-K.1.1.2 Determine the main idea of a
text and explain how it is supported by key details; summarize the text.
Standard - CC.1.3.4.B
Cite relevant details from text to support what the text says explicitly
and make inferences.
Eligible Content - E04.A-K.1.1.1 Refer to details and examples
in a text when explaining what the text explicitly says and when drawing
inferences from the text.
Lesson After teacher guided instruction, students will be able to explicitly state
Objectives arguments made by an author and use details from text evidence to
support those arguments
Sequence of New unit-Argumentative Text
activities Students need their reading workbooks
Open the reading workbooks to page 56
Discuss the essential question listed, “In what ways can advances in
science be helpful or harmful?”, writing ideas in the concept web on
page 57
Ask about the leaf and test tube. Partners discuss, then explain,
“Scientists have made discoveries that can change the characteristics of
some plants and animals.”
(more food-feed more people, not enough info about new foods, some
new things have unknown side effects, minerals/vitamins may be
reduced within the foods)
Turn to p. 58-59. What genre are we going to be reading? Think… Say.
What is the title of the text?
What do you think that means? Take a minute and preview the text with
your partner, looking for clues about this genre.
Ask what students found. Explain: argumentative texts state the writer’s
opinion, have convincing arguments to support the details, and organizes
reasons in a logical order, using transitional words or phrases. Explicit
instruction-Point out graphics and how they help us know what the text
 is talking about
Map and the key-the colors relate to each other. I wonder who will catch
what the map is going to be explaining to us as the reader.
“Superfoods” sidebar-helps someone learn more about the topic being
discussed.
Students partner read p. 59, then answer the questions individually on
the sidebar of the text.
Students will partner read pages 60 and 61 as well, answering the
sidebars of the text.
Review what students have circled or highlighted, as well as what they
have written. Ask for volunteers to share information.
Differentiation Collaborative learning through discussions with partners (process)
Circling and underlining words as they are told, rather than doing it
before instruction (They discuss it with each other though) (Product)
Assessment Verbal responses about the text
What students write or circle in response to the text questions
Thursday Writing only due to shorter classes.
Friday No School

Modification/Accommodation (Generalized across the week):

Less writing and typing expected (Mod)
Moving student seats as needed if students are not there that day (Accom)
End of the week self-evaluation:
How did I grab their attention?
What did I do that developed the objectives of my lesson?