How are we better together?
DAY 1 - PLAN 1
DAY 2 - PLAN 2
DAY 3 - PLAN 3
DAY 4 - PLAN 4
DAY 5 - PLAN 5
DAY 6 - SEED 1
DAY 7 - SEED 2
DAY 8 - SEED 3
DAY 9 - Seed 4
DAY 10 - PLAN 6
DAY 11 - SEED 5
DAY 12 - SEED 6
DAY 13 - PLAN 7
DAY 14 - SEED 7
DAY 15 - SEED 8
DAY 16 - PLAN 8
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
What is a team?
Teamwork by Ann Morris
This lesson will begin the first week of the unit on Teamwork. The informational text about working as a team will provide additional information on the characteristics of an effective team and how individuals contribute to the effectiveness of the team. This lesson will aid in the understanding of "what is a team?"
The model lessons in this unit feature best practices to address Common Core State Standards. The lesson plans were designed for heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their students and make adjustments accordingly.
Apply appropriate elements of UDL:
The following websites provide alternate strategies and information for differentiation of lesson.*
English Language Learners
National Association for Gifted Children
Special Education and 504 LD Online
*Consider the need for Accessible Instructional Materials (AIM) when selecting texts, and captioned/described video when selecting video or other media for this lesson.
**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the unit concept of Our Environment wherever possible.
Quantitative Measure (Readability measures and other scores of text complexity): Lexile: 210L
Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands):
Reader and Task Considerations (Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed):
Have students turn and talk to a partner about the concept of teamwork and share experiences about being part of a team.
Examples: A team is a group that works together.
A team is a group that plays together.
Discuss: Which of the above is a sentence with a complete idea?
Student products will be combined to make a class book. The class book will be shared with the class and then placed in the classroom library.
Teacher observation of the following:
Evaluate students' contributions to the classroom book.
Reading: Foundational Skills
Reading: Informational Text
Speaking & Listening