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Before: Topic (School)

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identify and explain rules and their importance by using cause and effect language such as “because” & “If/then” statements (K-2 band levels 1.0-2.2) 

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identify and explain rules and their importance by using cause and effect language such as “because” & “If/then” statements (K-2 band levels 1.0-2.2) 

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After: Topic (School)

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SWBAT explain what they eat for each meal using the sentence frames "I eat___ for ____." or "I ate _____ for ________." by illustrating their meals and orally describing to a partner and the class.

Topic: Meals

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I can orally describe food, decorating, birthday and holiday traditions my family has, using text and images on Jamboard.

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Students will be able to retell the beginning, middle, and end of a story using temporal words.

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Students will be able to sequence the story events of a series of pictures orally and in writing by using first, next, then, after that, and last in pairs and the whole group.

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SWBAT argue their opinion orally on whether trampoline parks are safe or unsafe and provide on reason by using the frame “I think TP are safe/unsafe because _________________ and sharing with their partner.

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Students will be able to orally retell a story including beginning middle and end using sequencing words in pairs

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Students will be able to verbally summarize how the weather impacted colonial life in the 1600's.

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Students will be able to justify conservationists' work upon P-horse risk of extinction by listening to a short video  and by writing sentences using due to, as a result, because, since, therefore… (Cause and effect language) with a graphic organizer.

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Before: Orally and in writing, uses words and sentences to describe a picture.

After: Students will be able to describe different pictures related to each other orally by using different adjectives in pairs.

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Multilingual learners will verbally and in writing describe important event sequences in complete sentences using sequencing words (first, next, then, last, finally) or connectors that sequence time (when, while).

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Before: SWBAT identify 4 seasons

After: SWBAT inform, by categorizing pictures of features of the seasons, with a partner.

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Before: We are working on analytical essays on Macbeth (cotaught ELA class). Each part of the essay will be broken down into its own lesson.

Content objective (Introduction): My introduction informs the reader with ideas, concepts, and information to be explored in my writing. I have a clear, arguable thesis statement.

After: SWBAT write an introduction paragraph with a hook, bridge, and thesis statement with the help of an outline.

SWBAT summarise in writing the key plot points related to their thesis statement in the bridge of their introduction.

SWBAT articulate in writing a thesis statement which expresses an opinion which can be supported with evidence.

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Students will be able to express an opinion statement in their writing by making an argument supported by reasons of facts.

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Students will be able to express an opinion statement in their writing by making an argument supported by reasons of facts.

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SWBAT

Retell the story to a friend by using past tense verbs and adverbs of time.

Use sentence frames:

Next, ____.

Next day, _____.

A few days later, _______.

A week later, ________.

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Before: I can describe how the sky changes in speaking and writing.

After: I can describe changes in the sky using academic vocabulary (bright, dark, colorful, gray) in writing.

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Before: Students will explain how to be kind in speaking and writing.

After: Students will use complete sentences to define how to be kind using the words “I can be kind by___” when speaking in class.

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Students will be able to identify in writing a problem facing the main character using an introduction sentence "One example _____ is _______."

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Before: I can describe animal features and movement.

After: Students will describe animals using precise adjectives (rough, smooth, colorful, big, small) orally in a whole group.

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Before: SWBAT talk about how animals work and play.

After: Students will explain how animals work and play by speaking in complete sentences with a partner.

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Students will be able to identify the different birds that have different beaks using a graphic organizer to sort animals with different beaks.

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Students will be able to identify the different birds that have different beaks using a graphic organizer to sort animals with different beaks.