Lesson Plan Template 2010-2011

8/9/2019 Lesson Plan Template 2010-2011

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Michael MoranEnglish IIIDates: 8/24-8/28

Text:

B R

( 2

0 )

Each lesson that accompanies a text will last two class periods. The first day I willstart the lesson by asking that the students respond to a quotation dealing withsome aspect of “power,” the theme for the six weeks. I’ll ask that they fill a page intheir Readers/Writers Notebook and then share with the class.

H o o k ( 5 )

This is where I will transition into the text we will be studying. I hope to have someaspect of dynamic media (songs, video, etc.) that will provide a context for the piecewe will begin reading.

T e x t

E x p l o r

a t i o n

( 3 5 )

This is where we will read/explore the text on a basic comprehension level. They willbe annotating for who, what, when, where, and why as well as vocabulary from thetext that we can add to the word wall. We’ll use a variety of strategies for exploringthe text. Sometimes I will read and model interacting with the text. We’ll chunk thestories by groups and popcorn read. At times the students will perform the piece.

A s s i g n m e n t ( 2 0 )

What? Who? When? Where? Why?

R e f l e c t i o n

( 5 )

Each day the students will need to complete an exit card with three items. The exitcard will allow them to list additional questions, comment on something they did notmention, and outline what they still are unsure about, what they understand fromthe lesson, and what they feel confident enough to teach.

H o m e w o

r k

( 5 )

Their ongoing homework will be an external journal based on the prompts from Keri

Smith’s books How to Be an Explorer of the World and Living out Loud, Activities toFuel a Creative Life. They will have a selection of prompts from which they canchoose. Reflections and activities will be recorded in a spiral to be presented orallyat the end of the six weeks.




N o t e s

Day Two: The Big Five

B R

( 1 5 )

One the second day, the students will write a paragraph explaining the who, what,when, where, and why and then summarizing the content of the piece from theprevious class. I expect these to be at least a page in length.

R e v i e w

( 5 ) The students should share through turn and talks. Then they can share with the

larger learning community while exhibiting accountable talk.

B i g F i v e ( 2 0 )

Details Imagery Diction Syntax P.O.V.

T o n e ( 1 0 ) After using a variety of strategies to examine the text for “The Big Five,” we will

analyze the annotations for repetition or patterns that will help us elicit a tone.Based on this analysis, we will then construct a short response based around a pieceof textual evidence.

A n a l y s i s

P a r a g r a p

h

( 2 5 )

Using a template for organizing argumentation, the students will complete a grid(1) QUOTE (2) Context (3) I Gathered (Inference) (4) Proof and then compose aparagraph by writing the information in the following order:GATHER – CONTEXT – QUOTE – PROOF

The Social Studies department will also use this same template.




T h e m e ( 5 ) We will then discuss whether the author was successful or not in getting his/her

message across to the intended audience. This is where we will make “real world”connections about both the theme itself and others attempting to communicatesimilar messages in similar ways.

R e f l e c t i o n

( 1 0 )

They will revisit their initial response to the quotation from the previous class. Afterhaving read and examined the piece, the students will continue their response byincluding additional examples, offering new insight, or possibly refuting their initialperspective.

Documents

Lesson Plan Template 2010-2011