Embedded Files
Lesson 1
Lesson 1
Learning Intention: We are learning to discover words ending in -tious or ious
Learning Intention: We are learning to discover words ending in -tious or ious
Hook:
Read mentor text
Mini Lesson:
As a class, go through Stage 5, Lesson 1 Words ending in '-tious' and '-ious' on the Spelling Shed. The Spelling Shed
(The slides and resources can be found in the planning folder, the quality is better if you directly download from the website)
Create an anchor chart.
Differentiated Independent Practice
Group 1: Teacher group
Group 2: Read and respond group Unteachables Author- comprehension questions.
Group 3: Independent/Book Club Reading
Group 4: Spelling Shed: Choose one of the following tasks for your spelling group to complete. Spelling Shed Stage 5 Lesson 1 Resources
Reflection
Add anymore -tious and -ious words to the anchor chart.
Lesson 2
Lesson 2
Learning Intention: We are learning to make inferences in our class novel.
Learning Intention: We are learning to make inferences in our class novel.
Hook:
Read mentor text
Mini Lesson:
Making Inferences
Read Unteachables as per individual class.
As a class, discuss answers to these questions.
Why do you think the teacher chose to put the "unteachables" all in one class?
How do you think the students in the class feel about being called "unteachables"? What clues in the text tell you this?
Differentiated Independent Practice
Group 1: Teacher group
Group 2: Read and respond group Unteachables Author- comprehension questions.
Group 3: Independent/Book Club Reading
Group 4: Spelling Shed: Choose one of the following tasks for your spelling group to complete. Spelling Shed Stage 5 Lesson 1 Resources
Reflection
Share answers to the Reading response task.
Lesson 3
Lesson 3
Learning Intention: We are learning to make inferences in our class novel.
Learning Intention: We are learning to make inferences in our class novel.
Hook:
Read mentor text
Mini Lesson:
Making Inferences
Read Unteachables as per individual class.
As a class, discuss answers to these questions.
What can you infer about Mr. Kermit’s teaching style based on how the students react to him?
Why might the principal believe that the "unteachables" need special attention?
Differentiated Independent Practice
Group 1: Teacher group
Group 2: Read and respond group Unteachables Author- comprehension questions.
Group 3: Independent/Book Club Reading
Group 4: Spelling Shed: Choose one of the following tasks for your spelling group to complete. Spelling Shed Stage 5 Lesson 1 Resources
Reflection
Add anymore -tious and -ious words to the anchor chart.
Lesson 4
Lesson 4
Learning Intention: We are learning to make inferences in our class novel.
Learning Intention: We are learning to make inferences in our class novel.
Hook:
Read mentor text
Mini Lesson:
Making Inferences
Read Unteachables as per individual class.
As a class, discuss answers to these questions.
How do you think the students’ past experiences with school affect their behavior in these chapters?
What do you think will happen next in the story based on the challenges the class faces so far?
Differentiated Independent Practice
Group 1: Teacher group
Group 2: Read and respond group Unteachables Author- comprehension questions.
Group 3: Independent/Book Club Reading
Group 4: Spelling Shed: Choose one of the following tasks for your spelling group to complete. Spelling Shed Stage 5 Lesson 1 Resources
Reflection
Add anymore -tious and -ious words to the anchor chart.
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