Week 13: Day and Night, Sun and Moon

Objective: Student will identify and correctly use opposites and position words (day/night) in spoken and written sentences about Day and Night, Sun and Moon.

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 (Opposites and position words (day/night)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Opposites and position words (day/night) in the context of Day and Night, Sun and Moon. 2) Guided practice applying opposites and position words (day/night) together. 3) Child attempts opposites and position words (day/night) with support, receiving feedback.

Practice: Child independently practices opposites and position words (day/night), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates opposites and position words (day/night) correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply opposites and position words (day/night) while talking about Day and Night, Sun and Moon.

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 (Opposites and position words (day/night)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Opposites and position words (day/night) in the context of Day and Night, Sun and Moon. 2) Guided practice applying opposites and position words (day/night) together. 3) Child attempts opposites and position words (day/night) with support, receiving feedback.

Practice: Child independently practices opposites and position words (day/night), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates opposites and position words (day/night) correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of opposites and position words (day/night), 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 (Opposites and position words (day/night)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Opposites and position words (day/night) in the context of Day and Night, Sun and Moon. 2) Guided practice applying opposites and position words (day/night) together. 3) Child attempts opposites and position words (day/night) with support, receiving feedback.

Practice: Child independently practices opposites and position words (day/night), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates opposites and position words (day/night) correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Day and Night, Sun and Moon based on opposites and position words (day/night).

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 (Opposites and position words (day/night)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Opposites and position words (day/night) in the context of Day and Night, Sun and Moon. 2) Guided practice applying opposites and position words (day/night) together. 3) Child attempts opposites and position words (day/night) with support, receiving feedback.

Practice: Child independently practices opposites and position words (day/night), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates opposites and position words (day/night) correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of opposites and position words (day/night) by producing 3-4 original examples tied to Day and Night, Sun and Moon.

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 (Opposites and position words (day/night)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Opposites and position words (day/night) in the context of Day and Night, Sun and Moon. 2) Guided practice applying opposites and position words (day/night) together. 3) Child attempts opposites and position words (day/night) with support, receiving feedback.

Practice: Child independently practices opposites and position words (day/night), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates opposites and position words (day/night) correctly in at least 3 of 4 attempts.

Objective: Student will model and explain counting by tens to 60; comparing numbers with symbols (>, <, =) using hands-on manipulatives related to Day and Night, Sun and Moon.

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 (Counting by tens to 60; comparing numbers with symbols (>, <, =)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Counting by tens to 60; comparing numbers with symbols (>, <, =) in the context of Day and Night, Sun and Moon. 2) Guided practice applying counting by tens to 60; comparing numbers with symbols (>, <, =) together. 3) Child attempts counting by tens to 60; comparing numbers with symbols (>, <, =) with support, receiving feedback.

Practice: Child independently practices counting by tens to 60; comparing numbers with symbols (>, <, =), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates counting by tens to 60; comparing numbers with symbols (>, <, =) correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving counting by tens to 60; comparing numbers with symbols (>, <, =), 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 (Counting by tens to 60; comparing numbers with symbols (>, <, =)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Counting by tens to 60; comparing numbers with symbols (>, <, =) in the context of Day and Night, Sun and Moon. 2) Guided practice applying counting by tens to 60; comparing numbers with symbols (>, <, =) together. 3) Child attempts counting by tens to 60; comparing numbers with symbols (>, <, =) with support, receiving feedback.

Practice: Child independently practices counting by tens to 60; comparing numbers with symbols (>, <, =), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates counting by tens to 60; comparing numbers with symbols (>, <, =) correctly in at least 3 of 4 attempts.

Objective: Student will apply counting by tens to 60; comparing numbers with symbols (>, <, =) to solve a themed word problem connected to Day and Night, Sun and Moon.

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 (Counting by tens to 60; comparing numbers with symbols (>, <, =)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Counting by tens to 60; comparing numbers with symbols (>, <, =) in the context of Day and Night, Sun and Moon. 2) Guided practice applying counting by tens to 60; comparing numbers with symbols (>, <, =) together. 3) Child attempts counting by tens to 60; comparing numbers with symbols (>, <, =) with support, receiving feedback.

Practice: Child independently practices counting by tens to 60; comparing numbers with symbols (>, <, =), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates counting by tens to 60; comparing numbers with symbols (>, <, =) correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for counting by tens to 60; comparing numbers with symbols (>, <, =) 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 (Counting by tens to 60; comparing numbers with symbols (>, <, =)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Counting by tens to 60; comparing numbers with symbols (>, <, =) in the context of Day and Night, Sun and Moon. 2) Guided practice applying counting by tens to 60; comparing numbers with symbols (>, <, =) together. 3) Child attempts counting by tens to 60; comparing numbers with symbols (>, <, =) with support, receiving feedback.

Practice: Child independently practices counting by tens to 60; comparing numbers with symbols (>, <, =), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates counting by tens to 60; comparing numbers with symbols (>, <, =) correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating counting by tens to 60; comparing numbers with symbols (>, <, =).

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 (Counting by tens to 60; comparing numbers with symbols (>, <, =)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Counting by tens to 60; comparing numbers with symbols (>, <, =) in the context of Day and Night, Sun and Moon. 2) Guided practice applying counting by tens to 60; comparing numbers with symbols (>, <, =) together. 3) Child attempts counting by tens to 60; comparing numbers with symbols (>, <, =) with support, receiving feedback.

Practice: Child independently practices counting by tens to 60; comparing numbers with symbols (>, <, =), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates counting by tens to 60; comparing numbers with symbols (>, <, =) correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to sunlight and shadows; day/night patterns caused by Earth's rotation in the context of Day and Night, Sun and Moon.

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 (Sunlight and shadows; day/night patterns caused by Earth's rotation) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Sunlight and shadows; day/night patterns caused by Earth's rotation in the context of Day and Night, Sun and Moon. 2) Guided practice applying sunlight and shadows; day/night patterns caused by Earth's rotation together. 3) Child attempts sunlight and shadows; day/night patterns caused by Earth's rotation with support, receiving feedback.

Practice: Child independently practices sunlight and shadows; day/night patterns caused by Earth's rotation, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates sunlight and shadows; day/night patterns caused by Earth's rotation correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore sunlight and shadows; day/night patterns caused by Earth's rotation.

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 (Sunlight and shadows; day/night patterns caused by Earth's rotation) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Sunlight and shadows; day/night patterns caused by Earth's rotation in the context of Day and Night, Sun and Moon. 2) Guided practice applying sunlight and shadows; day/night patterns caused by Earth's rotation together. 3) Child attempts sunlight and shadows; day/night patterns caused by Earth's rotation with support, receiving feedback.

Practice: Child independently practices sunlight and shadows; day/night patterns caused by Earth's rotation, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates sunlight and shadows; day/night patterns caused by Earth's rotation correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving sunlight and shadows; day/night patterns caused by Earth's rotation.

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 (Sunlight and shadows; day/night patterns caused by Earth's rotation) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Sunlight and shadows; day/night patterns caused by Earth's rotation in the context of Day and Night, Sun and Moon. 2) Guided practice applying sunlight and shadows; day/night patterns caused by Earth's rotation together. 3) Child attempts sunlight and shadows; day/night patterns caused by Earth's rotation with support, receiving feedback.

Practice: Child independently practices sunlight and shadows; day/night patterns caused by Earth's rotation, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates sunlight and shadows; day/night patterns caused by Earth's rotation correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to sunlight and shadows; day/night patterns caused by Earth's rotation and Day and Night, Sun and Moon.

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 (Sunlight and shadows; day/night patterns caused by Earth's rotation) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Sunlight and shadows; day/night patterns caused by Earth's rotation in the context of Day and Night, Sun and Moon. 2) Guided practice applying sunlight and shadows; day/night patterns caused by Earth's rotation together. 3) Child attempts sunlight and shadows; day/night patterns caused by Earth's rotation with support, receiving feedback.

Practice: Child independently practices sunlight and shadows; day/night patterns caused by Earth's rotation, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates sunlight and shadows; day/night patterns caused by Earth's rotation correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about sunlight and shadows; day/night patterns caused by Earth's rotation.

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 (Sunlight and shadows; day/night patterns caused by Earth's rotation) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Sunlight and shadows; day/night patterns caused by Earth's rotation in the context of Day and Night, Sun and Moon. 2) Guided practice applying sunlight and shadows; day/night patterns caused by Earth's rotation together. 3) Child attempts sunlight and shadows; day/night patterns caused by Earth's rotation with support, receiving feedback.

Practice: Child independently practices sunlight and shadows; day/night patterns caused by Earth's rotation, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates sunlight and shadows; day/night patterns caused by Earth's rotation correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss comparing daytime and nighttime jobs and activities in a community as it relates to Day and Night, Sun and Moon.

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 (Comparing daytime and nighttime jobs and activities in a community) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing daytime and nighttime jobs and activities in a community in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing daytime and nighttime jobs and activities in a community together. 3) Child attempts comparing daytime and nighttime jobs and activities in a community with support, receiving feedback.

Practice: Child independently practices comparing daytime and nighttime jobs and activities in a community, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing daytime and nighttime jobs and activities in a community correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to comparing daytime and nighttime jobs and activities in a 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 (Comparing daytime and nighttime jobs and activities in a community) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing daytime and nighttime jobs and activities in a community in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing daytime and nighttime jobs and activities in a community together. 3) Child attempts comparing daytime and nighttime jobs and activities in a community with support, receiving feedback.

Practice: Child independently practices comparing daytime and nighttime jobs and activities in a community, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing daytime and nighttime jobs and activities in a community correctly in at least 3 of 4 attempts.

Objective: Student will connect comparing daytime and nighttime jobs and activities in a community 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 (Comparing daytime and nighttime jobs and activities in a community) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing daytime and nighttime jobs and activities in a community in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing daytime and nighttime jobs and activities in a community together. 3) Child attempts comparing daytime and nighttime jobs and activities in a community with support, receiving feedback.

Practice: Child independently practices comparing daytime and nighttime jobs and activities in a community, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing daytime and nighttime jobs and activities in a community correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to comparing daytime and nighttime jobs and activities in a 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 (Comparing daytime and nighttime jobs and activities in a community) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing daytime and nighttime jobs and activities in a community in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing daytime and nighttime jobs and activities in a community together. 3) Child attempts comparing daytime and nighttime jobs and activities in a community with support, receiving feedback.

Practice: Child independently practices comparing daytime and nighttime jobs and activities in a community, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing daytime and nighttime jobs and activities in a community correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about comparing daytime and nighttime jobs and activities in a 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 (Comparing daytime and nighttime jobs and activities in a community) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing daytime and nighttime jobs and activities in a community in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing daytime and nighttime jobs and activities in a community together. 3) Child attempts comparing daytime and nighttime jobs and activities in a community with support, receiving feedback.

Practice: Child independently practices comparing daytime and nighttime jobs and activities in a community, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing daytime and nighttime jobs and activities in a community correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Day and Night, Sun and Moon and retell it while focusing on comparing day- and night-themed stories; illustration analysis.

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 (Comparing day- and night-themed stories; illustration analysis) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing day- and night-themed stories; illustration analysis in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing day- and night-themed stories; illustration analysis together. 3) Child attempts comparing day- and night-themed stories; illustration analysis with support, receiving feedback.

Practice: Child independently practices comparing day- and night-themed stories; illustration analysis, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing day- and night-themed stories; illustration analysis correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to comparing day- and night-themed stories; illustration analysis.

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 (Comparing day- and night-themed stories; illustration analysis) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing day- and night-themed stories; illustration analysis in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing day- and night-themed stories; illustration analysis together. 3) Child attempts comparing day- and night-themed stories; illustration analysis with support, receiving feedback.

Practice: Child independently practices comparing day- and night-themed stories; illustration analysis, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing day- and night-themed stories; illustration analysis correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using comparing day- and night-themed stories; illustration analysis.

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 (Comparing day- and night-themed stories; illustration analysis) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing day- and night-themed stories; illustration analysis in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing day- and night-themed stories; illustration analysis together. 3) Child attempts comparing day- and night-themed stories; illustration analysis with support, receiving feedback.

Practice: Child independently practices comparing day- and night-themed stories; illustration analysis, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing day- and night-themed stories; illustration analysis correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Day and Night, Sun and Moon using comparing day- and night-themed stories; illustration analysis.

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 (Comparing day- and night-themed stories; illustration analysis) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing day- and night-themed stories; illustration analysis in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing day- and night-themed stories; illustration analysis together. 3) Child attempts comparing day- and night-themed stories; illustration analysis with support, receiving feedback.

Practice: Child independently practices comparing day- and night-themed stories; illustration analysis, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing day- and night-themed stories; illustration analysis correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating comparing day- and night-themed stories; illustration analysis.

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 (Comparing day- and night-themed stories; illustration analysis) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Comparing day- and night-themed stories; illustration analysis in the context of Day and Night, Sun and Moon. 2) Guided practice applying comparing day- and night-themed stories; illustration analysis together. 3) Child attempts comparing day- and night-themed stories; illustration analysis with support, receiving feedback.

Practice: Child independently practices comparing day- and night-themed stories; illustration analysis, applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates comparing day- and night-themed stories; illustration analysis correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring long vowel silent-e a_e words (cake, name, gate).

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 (Long vowel silent-e a_e words (cake, name, gate)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Long vowel silent-e a_e words (cake, name, gate) in the context of Day and Night, Sun and Moon. 2) Guided practice applying long vowel silent-e a_e words (cake, name, gate) together. 3) Child attempts long vowel silent-e a_e words (cake, name, gate) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e a_e words (cake, name, gate), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates long vowel silent-e a_e words (cake, name, gate) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using long vowel silent-e a_e words (cake, name, gate) 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 (Long vowel silent-e a_e words (cake, name, gate)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Long vowel silent-e a_e words (cake, name, gate) in the context of Day and Night, Sun and Moon. 2) Guided practice applying long vowel silent-e a_e words (cake, name, gate) together. 3) Child attempts long vowel silent-e a_e words (cake, name, gate) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e a_e words (cake, name, gate), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates long vowel silent-e a_e words (cake, name, gate) 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 (Long vowel silent-e a_e words (cake, name, gate)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Long vowel silent-e a_e words (cake, name, gate) in the context of Day and Night, Sun and Moon. 2) Guided practice applying long vowel silent-e a_e words (cake, name, gate) together. 3) Child attempts long vowel silent-e a_e words (cake, name, gate) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e a_e words (cake, name, gate), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates long vowel silent-e a_e words (cake, name, gate) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their long vowel silent-e a_e words (cake, name, gate) 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 (Long vowel silent-e a_e words (cake, name, gate)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Long vowel silent-e a_e words (cake, name, gate) in the context of Day and Night, Sun and Moon. 2) Guided practice applying long vowel silent-e a_e words (cake, name, gate) together. 3) Child attempts long vowel silent-e a_e words (cake, name, gate) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e a_e words (cake, name, gate), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates long vowel silent-e a_e words (cake, name, gate) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating long vowel silent-e a_e words (cake, name, gate).

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 (Long vowel silent-e a_e words (cake, name, gate)) back to Day and Night, Sun and Moon.

Main Activity: 1) Introduce/review Long vowel silent-e a_e words (cake, name, gate) in the context of Day and Night, Sun and Moon. 2) Guided practice applying long vowel silent-e a_e words (cake, name, gate) together. 3) Child attempts long vowel silent-e a_e words (cake, name, gate) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e a_e words (cake, name, gate), applying it to one new example related to Day and Night, Sun and Moon.

Assessment: Child demonstrates long vowel silent-e a_e words (cake, name, gate) correctly in at least 3 of 4 attempts.