Week 31: Gardens and Growing Our Own Food

Objective: Student will identify and correctly use extending toward independent mastery — Vocabulary and categories in spoken and written sentences about Gardens and Growing Our Own Food.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Vocabulary and categories) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Vocabulary and categories in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Vocabulary and categories together. 3) Child attempts extending toward independent mastery — Vocabulary and categories with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Vocabulary and categories, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Vocabulary and categories correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply extending toward independent mastery — Vocabulary and categories while talking about Gardens and Growing Our Own Food.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Vocabulary and categories) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Vocabulary and categories in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Vocabulary and categories together. 3) Child attempts extending toward independent mastery — Vocabulary and categories with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Vocabulary and categories, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Vocabulary and categories correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of extending toward independent mastery — Vocabulary and categories, explaining what makes each one right or wrong.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Vocabulary and categories) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Vocabulary and categories in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Vocabulary and categories together. 3) Child attempts extending toward independent mastery — Vocabulary and categories with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Vocabulary and categories, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Vocabulary and categories correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Gardens and Growing Our Own Food based on extending toward independent mastery — Vocabulary and categories.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Vocabulary and categories) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Vocabulary and categories in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Vocabulary and categories together. 3) Child attempts extending toward independent mastery — Vocabulary and categories with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Vocabulary and categories, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Vocabulary and categories correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of extending toward independent mastery — Vocabulary and categories by producing 3-4 original examples tied to Gardens and Growing Our Own Food.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Vocabulary and categories) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Vocabulary and categories in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Vocabulary and categories together. 3) Child attempts extending toward independent mastery — Vocabulary and categories with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Vocabulary and categories, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Vocabulary and categories correctly in at least 3 of 4 attempts.

Objective: Student will model and explain multi-step real-world problems with fractions/decimals using hands-on manipulatives related to Gardens and Growing Our Own Food.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Multi-step real-world problems with fractions/decimals) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Multi-step real-world problems with fractions/decimals in the context of Gardens and Growing Our Own Food. 2) Guided practice applying multi-step real-world problems with fractions/decimals together. 3) Child attempts multi-step real-world problems with fractions/decimals with support, receiving feedback.

Practice: Child independently practices multi-step real-world problems with fractions/decimals, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates multi-step real-world problems with fractions/decimals correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving multi-step real-world problems with fractions/decimals, explaining each step aloud.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Multi-step real-world problems with fractions/decimals) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Multi-step real-world problems with fractions/decimals in the context of Gardens and Growing Our Own Food. 2) Guided practice applying multi-step real-world problems with fractions/decimals together. 3) Child attempts multi-step real-world problems with fractions/decimals with support, receiving feedback.

Practice: Child independently practices multi-step real-world problems with fractions/decimals, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates multi-step real-world problems with fractions/decimals correctly in at least 3 of 4 attempts.

Objective: Student will apply multi-step real-world problems with fractions/decimals to solve a themed word problem connected to Gardens and Growing Our Own Food.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Multi-step real-world problems with fractions/decimals) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Multi-step real-world problems with fractions/decimals in the context of Gardens and Growing Our Own Food. 2) Guided practice applying multi-step real-world problems with fractions/decimals together. 3) Child attempts multi-step real-world problems with fractions/decimals with support, receiving feedback.

Practice: Child independently practices multi-step real-world problems with fractions/decimals, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates multi-step real-world problems with fractions/decimals correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for multi-step real-world problems with fractions/decimals with a partner or parent.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Multi-step real-world problems with fractions/decimals) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Multi-step real-world problems with fractions/decimals in the context of Gardens and Growing Our Own Food. 2) Guided practice applying multi-step real-world problems with fractions/decimals together. 3) Child attempts multi-step real-world problems with fractions/decimals with support, receiving feedback.

Practice: Child independently practices multi-step real-world problems with fractions/decimals, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates multi-step real-world problems with fractions/decimals correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating multi-step real-world problems with fractions/decimals.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Multi-step real-world problems with fractions/decimals) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Multi-step real-world problems with fractions/decimals in the context of Gardens and Growing Our Own Food. 2) Guided practice applying multi-step real-world problems with fractions/decimals together. 3) Child attempts multi-step real-world problems with fractions/decimals with support, receiving feedback.

Practice: Child independently practices multi-step real-world problems with fractions/decimals, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates multi-step real-world problems with fractions/decimals correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to extending toward independent mastery — Conditions in the context of Gardens and Growing Our Own Food.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Conditions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Conditions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Conditions together. 3) Child attempts extending toward independent mastery — Conditions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Conditions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Conditions correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore extending toward independent mastery — Conditions.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Conditions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Conditions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Conditions together. 3) Child attempts extending toward independent mastery — Conditions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Conditions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Conditions correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving extending toward independent mastery — Conditions.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Conditions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Conditions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Conditions together. 3) Child attempts extending toward independent mastery — Conditions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Conditions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Conditions correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to extending toward independent mastery — Conditions and Gardens and Growing Our Own Food.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Conditions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Conditions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Conditions together. 3) Child attempts extending toward independent mastery — Conditions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Conditions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Conditions correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about extending toward independent mastery — Conditions.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Conditions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Conditions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Conditions together. 3) Child attempts extending toward independent mastery — Conditions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Conditions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Conditions correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss extending toward independent mastery — School and community gardens; cooperative work to grow food as it relates to Gardens and Growing Our Own Food.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — School and community gardens; cooperative work to grow food) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — School and community gardens; cooperative work to grow food in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — School and community gardens; cooperative work to grow food together. 3) Child attempts extending toward independent mastery — School and community gardens; cooperative work to grow food with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — School and community gardens; cooperative work to grow food, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — School and community gardens; cooperative work to grow food correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to extending toward independent mastery — School and community gardens; cooperative work to grow food.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — School and community gardens; cooperative work to grow food) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — School and community gardens; cooperative work to grow food in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — School and community gardens; cooperative work to grow food together. 3) Child attempts extending toward independent mastery — School and community gardens; cooperative work to grow food with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — School and community gardens; cooperative work to grow food, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — School and community gardens; cooperative work to grow food correctly in at least 3 of 4 attempts.

Objective: Student will connect extending toward independent mastery — School and community gardens; cooperative work to grow food to examples in our own community.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — School and community gardens; cooperative work to grow food) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — School and community gardens; cooperative work to grow food in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — School and community gardens; cooperative work to grow food together. 3) Child attempts extending toward independent mastery — School and community gardens; cooperative work to grow food with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — School and community gardens; cooperative work to grow food, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — School and community gardens; cooperative work to grow food correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to extending toward independent mastery — School and community gardens; cooperative work to grow food.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — School and community gardens; cooperative work to grow food) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — School and community gardens; cooperative work to grow food in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — School and community gardens; cooperative work to grow food together. 3) Child attempts extending toward independent mastery — School and community gardens; cooperative work to grow food with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — School and community gardens; cooperative work to grow food, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — School and community gardens; cooperative work to grow food correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about extending toward independent mastery — School and community gardens; cooperative work to grow food.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — School and community gardens; cooperative work to grow food) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — School and community gardens; cooperative work to grow food in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — School and community gardens; cooperative work to grow food together. 3) Child attempts extending toward independent mastery — School and community gardens; cooperative work to grow food with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — School and community gardens; cooperative work to grow food, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — School and community gardens; cooperative work to grow food correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Gardens and Growing Our Own Food and retell it while focusing on extending toward independent mastery — Asking and answering questions.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Asking and answering questions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Asking and answering questions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Asking and answering questions together. 3) Child attempts extending toward independent mastery — Asking and answering questions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Asking and answering questions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to extending toward independent mastery — Asking and answering questions.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Asking and answering questions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Asking and answering questions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Asking and answering questions together. 3) Child attempts extending toward independent mastery — Asking and answering questions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Asking and answering questions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using extending toward independent mastery — Asking and answering questions.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Asking and answering questions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Asking and answering questions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Asking and answering questions together. 3) Child attempts extending toward independent mastery — Asking and answering questions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Asking and answering questions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Gardens and Growing Our Own Food using extending toward independent mastery — Asking and answering questions.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Asking and answering questions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Asking and answering questions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Asking and answering questions together. 3) Child attempts extending toward independent mastery — Asking and answering questions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Asking and answering questions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating extending toward independent mastery — Asking and answering questions.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Extending toward independent mastery — Asking and answering questions) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Extending toward independent mastery — Asking and answering questions in the context of Gardens and Growing Our Own Food. 2) Guided practice applying extending toward independent mastery — Asking and answering questions together. 3) Child attempts extending toward independent mastery — Asking and answering questions with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Asking and answering questions, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates extending toward independent mastery — Asking and answering questions correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring vocabulary from persuasive writing unit.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Vocabulary from persuasive writing unit) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Vocabulary from persuasive writing unit in the context of Gardens and Growing Our Own Food. 2) Guided practice applying vocabulary from persuasive writing unit together. 3) Child attempts vocabulary from persuasive writing unit with support, receiving feedback.

Practice: Child independently practices vocabulary from persuasive writing unit, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates vocabulary from persuasive writing unit correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using vocabulary from persuasive writing unit with letter tiles or handwriting practice.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Vocabulary from persuasive writing unit) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Vocabulary from persuasive writing unit in the context of Gardens and Growing Our Own Food. 2) Guided practice applying vocabulary from persuasive writing unit together. 3) Child attempts vocabulary from persuasive writing unit with support, receiving feedback.

Practice: Child independently practices vocabulary from persuasive writing unit, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates vocabulary from persuasive writing unit correctly in at least 3 of 4 attempts.

Objective: Student will use this week's spelling words correctly in original sentences.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Vocabulary from persuasive writing unit) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Vocabulary from persuasive writing unit in the context of Gardens and Growing Our Own Food. 2) Guided practice applying vocabulary from persuasive writing unit together. 3) Child attempts vocabulary from persuasive writing unit with support, receiving feedback.

Practice: Child independently practices vocabulary from persuasive writing unit, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates vocabulary from persuasive writing unit correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their vocabulary from persuasive writing unit pattern.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Vocabulary from persuasive writing unit) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Vocabulary from persuasive writing unit in the context of Gardens and Growing Our Own Food. 2) Guided practice applying vocabulary from persuasive writing unit together. 3) Child attempts vocabulary from persuasive writing unit with support, receiving feedback.

Practice: Child independently practices vocabulary from persuasive writing unit, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates vocabulary from persuasive writing unit correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating vocabulary from persuasive writing unit.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Vocabulary from persuasive writing unit) back to Gardens and Growing Our Own Food.

Main Activity: 1) Introduce/review Vocabulary from persuasive writing unit in the context of Gardens and Growing Our Own Food. 2) Guided practice applying vocabulary from persuasive writing unit together. 3) Child attempts vocabulary from persuasive writing unit with support, receiving feedback.

Practice: Child independently practices vocabulary from persuasive writing unit, applying it to one new example related to Gardens and Growing Our Own Food.

Assessment: Child demonstrates vocabulary from persuasive writing unit correctly in at least 3 of 4 attempts.