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    Moises

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    api-426305688
    The document outlines the schedule and lesson plans for two groups on May 18th. The morning warm-up focuses on spelling practice with words containing similar spelling patterns. Students will then watch a video about a boy named Moises struggling to fit in at school and discuss questions about his experience. They will write responses to the essential question "If you were in Moises' class, how would you help him?" using evidence from the video. Selected responses will then be shared with the whole class.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Moises

    Uploaded by

    api-426305688
    87 views2 pages
    The document outlines the schedule and lesson plans for two groups on May 18th. The morning warm-up focuses on spelling practice with words containing similar spelling patterns. Students will then watch a video about a boy named Moises struggling to fit in at school and discuss questions about his experience. They will write responses to the essential question "If you were in Moises' class, how would you help him?" using evidence from the video. Selected responses will then be shared with the whole class.

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    The document outlines the schedule and lesson plans for two groups on May 18th. The morning warm-up focuses on spelling practice with words containing similar spelling patterns. Students will then watch a video about a boy named Moises struggling to fit in at school and discuss questions about his experience. They will write responses to the essential question "If you were in Moises' class, how would you help him?" using evidence from the video. Selected responses will then be shared with the whole class.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    87 views2 pages

    Moises

    Uploaded by

    api-426305688
    The document outlines the schedule and lesson plans for two groups on May 18th. The morning warm-up focuses on spelling practice with words containing similar spelling patterns. Students will then watch a video about a boy named Moises struggling to fit in at school and discuss questions about his experience. They will write responses to the essential question "If you were in Moises' class, how would you help him?" using evidence from the video. Selected responses will then be shared with the whole class.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    May

    18th (30 minutes)

    Both Groups- completed as a whole group. AIM: SWBAT answer discussion questions after watching Materials:
    a video on student immersion and create a welcome
    committee action plan ● Exit tickets

    - Video: https://www.youtube.com/watch?v=I6Y0HAjLKYI

    -Class discussion
    -Written Reflection

    EQ: If you were in Moises’ class, how would you help him?

    Warm Up Framing: KIPPsters today we will spell words with different spelling patterns. Practicing these skills are going to help us get ready for
    our upcoming WSA and help us become better spellers. If you can spell these words correctly, you’ll know you’re on track for our upcoming
    assessments

    Lesson Framing: F raming: KIPPsters this week we read a book about a boy named Raj who came to live in the U.S. and how he had a hard time
    understanding how people spoke especially using idioms. Today we are going to watch a short clip about a boy named Moises and his struggles
    to fit at school. If you can answer some inferential questions after watching the video, then you’ll know you are successful.

    Warm-Up: 20 minutes (Whole Group) Lesson:



    AIM: SWBAT spell words with similar step spelling Activate Prior Knowledge:
    patterns through the following activities:
    TWS: Have you ever felt alienated?
    -whole group dictation
    ● Teacher should share and model an experience as this model will help students
    ● Review spelling patterns. Remind
    understand the word “experience,” in context.
    students that some of these spelling
    ● Ask students to TPS
    patterns make more than one sound.
    ● Allow 3-4 to share.
    Model: 1-2 minutes
    ● There will be no explicit model during this activity. You will play the video during this time

    ● Have students sit at their tables with Model:
    their dictation sheet.
    ● TWS: We are going to write 18 spelling TWS: As you watch the movie be sure you are paying attention to Moises’ actions and the
    words. All of these words will have a actions of the other people around him.
    spelling pattern we practiced this
    week
    ● Do the first one together. Guided Practice: 5-7 minutes

    Guided Practice: 2-3 minutes TWS: Now that we’ve watched the video Immersion we are going to discuss some questions
    and find evidence to answer our essential question:
    ● Write the word concern ● What were some of the things Moises struggled with?
    ● Let’s chop it. ● What are some of the things your family does to help support you?
    ● s/oa/p ● What would you do if you saw someone taunting a new student at KPP?
    These are solely discussion questions. Be sure students answer in complete sentences.
    Independent Practice: 7-10 minutes
    Independent Practice: 10- 12 minutes (3-5 minute discussion)
    ● TWS: “Now that we’ve watched a video, discussed it, let’s answer the EQ: If you were in
    Dictation Words
    Moises’ class, how would you help him?
    ● TWS: TNT to your partner and come up with some sentence stems for the EQ. We’ll put
    1. Soap
    these starters on the board to help us get our gears ready to write.
    2. Cruise
    ○ Have students TNT then share 4-5 starters.
    3. Dark
    ● TWS: Be sure to use your fact sheet to help you cite your proof when you write the
    4. Teeth
    response to your Essential Question.
    5. Stream
    ● TWS: You will write a response to this question independently at your tables. Before
    6. Ridge
    closing out the block, we’ll read some of your responses together. Don’t forget to write
    7. Crawl
    in complete sentences and use the information you found to DEFEND your answer.”
    8. Bock
    ● Have students finish at their tables.
    9. Train
    ● Teacher should roam around to ensure students are on track and check for complete
    10. Beach
    sentences.
    11. Frown

    12. Catch
    Closing: 2-3 minutes
    13. Mark

    14. Pointed
    ● Come together to go through the selected responses.
    15. Dirty
    ● Thank students for working so diligently on their Essential Question.
    16. Wood

    17. Sharp
    Assessment:
    18. First
    ● Conference with students who had trouble reading the text or answering the Essential
    Closing: 2-3 minutes Question..

    ● Thank students for showing grit and
    doing their best on their dictation
    practice

    Assessment:
    ● Go through dictation sheets to pull
    any student who is still struggling to
    show mastery.

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