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DCSD Instructional Planning Instrument Focus on Teaching and Learning
School Name: Ronald E. McNair Middle School Weekly Components
Teacher: Co-‐Teacher/Para:
Teacher: Je'Ronnda Gooden-Swan Week of: Unit Implementation Week:August 14th/Week 2
9 Weeks
Course:English/Language Arts Unit Name:
Coming of Age
Priority Standards: (content specific)
RL9: Compare and Contrast texts in different forms or genres in terms of their approach to similar themes and topics.
Supporting Standards: (content specific) RL2: Determine a theme of a text
RL3: Describe how a particular story's plot unfolds. Non-‐Content Standards: (WIDA, interdisciplinary standards, literacy, etc.)
Learning Targets: (what learners will be able to do at the end of the learning activity)
Students will be able to create a plot diagram and identify the elements of a story in a literary text.
Essential Question(s): (address philosophical foundations; contain multiple answers; provoke inquiry)
Why do good readers analyze and synthesize literary elements in a variety of texts?
Big Idea(s): (main ideas, foundational understandings, conclusions, or generalizations)
Good readers analyze and synthesize literary elements in order to come to a deeper understanding of different texts. .
Academic Vocabulary:
synthesize, analyze, theme, characters, setting, conflict, plot, exposition, rising action, climax, falling action, resolution
STEM/STEAM/ Interdisciplinary Integration:
N/A
Engaging Performance Scenario: Disney's Pixar Studios has commissioned our class to develop their next big blockbuster movie. Your
task is to create a narrative that uses various literary elements that speak to a social theme relevant in today's society that can be developed into a feature film.
In the areas below, place an “X” in the box(es) to indicate the selected strategies and resources.
Research-‐Based Instructional Strategies: (weekly strategies chosen to guide teaching and learning)
OPENING: Engaging Instructional Activity
Activate Prior Knowledge
Questioning (Raises questions)
Clarify Previous Lesson
Phenomenon
Provide Feedback
Scaffold Instruction
Create Interest Other:
WORK PERIOD: Exploring, Explaining, Extending, and Elaborating
Facilitate Learning
Academic Discussions
Cooperative Learning
Other:
Demonstrate/ Model
Generating and Testing Hypotheses
Independent Learning
Other:
Explain/Apply/Extend concepts and skills
High-‐Level Questioning Interdisciplinary
Writing
Other:
CLOSING: Evaluating
Summarize Lesson
Provide Alternate Explanations
Respond to EQs
Other:
Allow students to assess their own learning
Quick Write
3-‐2-‐1/K-‐W-‐L
Other:
DCSD RCD Aligned Lesson Plan Template 7/23/2017 5:04 PM Components of this lesson plan may change according to the needs of the students.
DCSD Instructional Planning Instrument Focus on Teaching and Learning
DCSD Instructional Planning Instrument Focus on Teaching and Learning
DCSD RCD Aligned Lesson Plan TemplateComponents of this lesson plan may change according to the needs of the students.
21st
Century Learning Skills:(weekly strategies chosen to guide student engagement)
Teamwork and Collaboration Innovation and Creativity Accessing and Analyzing Information
Initiative and Leadership Critical Thinking andProblem Solving
Effective oral and WrittenCommunication
Curiosity and Imagination Flexibility and Adaptability Other:
Intervention StrategiesIntervention Strategies
(Tiers 1, 2, 3)Additional Support in Classroom
Specially Designed Instruction for Exceptional Education Students Strategies for English Language Learners
Re-‐Voicing Conferencing Visuals/RealiaExplaining Additional time Front-‐loadingPrompting for Participation Small group collaboration Echoing/Choral responseChallenging or countering Modify quantity of work Color-‐codingAsking “Why?” “How” Take student’s dictation Multiple exposures in different mediaReread Scaffold information Pair-‐share
Practice new academic vocabularyDifferentiatedcontent/process/product Modeling
Assistive technology Consistent reward system Language scaffolds: eg, sentence framesPre-‐teach & re-‐teach in a different way Refer to students’ IEP or 504 plan Deconstruct complex sentencesUse of manipulatives Assistive technology Increase student-‐to-‐student talkCollaborative work Strategies vocabulary instructionCreate differentiated text sets Additional think time
Gifted – Extensions for LearningTier 1
Flexible-‐Learning Groups Varied Pacing with Anchor Options Varied Supplemental MaterialsChoice of Books Work Alone or Together Computer MentorsHomework Options Flexible Seating Think-‐Pair-‐ShareUse of Reading Buddies Varied Scaffolding Open-‐ended ActivitiesVarious Journal Prompts Varied Computer Programs Explorations by InterestStudent/Teacher Goal Setting Design-‐A-‐DAY Options for Competition
Tier 2Gifted Edu. Cluster Classes Alternative Assessments Community MentorshipsGifted Edu. Collaboration Classes Subject Advancement within class StationsTiered Activities and Products Curriculum Compacting Group InvestigationsUse of Literature Clubs Tiered Centers Assess Students in Multiple WaysMultiple Testing Options Spelling by Readiness Student choiceMultiple Texts Varying Organizers Simulations
Tier 3 Tier 4Advanced Content (all core content) Above grade level accelerated (all core content)Resource Classes Advanced Placement ClassesIndependent/Directed Study International Baccalaureate ClassesSocratic Seminars Internship/Mentorships
Differentiated Instruction(content, process, product)
Assessment Evidence(formative, summative)
DCSD Instructional Planning Instrument Focus on Teaching and Learning
DCSD RCD Aligned Lesson Plan TemplateComponents of this lesson plan may change according to the needs of the students.
Resources:(weekly materials chosen to support teaching and learning)
Textbooks Lab Materials Other: (List the other resources below.)Audio/Visual Aids Course Syllabus Handouts Dictionaries White Boards Video Clips Electronic Devices Promethean Board Supplemental Texts Manipulatives Calculators Internet (tech)
Daily Lesson Plan for Monday
Pre-‐Instructional Activity: (sponge; bell-‐ringer; journal; allows attendance to be taken)
Students will copy vocabulary words for the week and homework, receive literature workbooks and organize notebook.
10 minutes
Opening (ENGAGE): (introduces the lesson; summarizes previous lesson; clarifies misconceptions)
The teacher will explain the basis and purpose of the ELA pretest and distribute it.
2 minutes
Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE):(allows students to practice concept; assesses student learning)
Students will begin ELA pretest.When students are done they can use the literary book to write the definitions for their vocabulary words. The vocabulary words can be found in the literary glossary section of the book and the chart is on pages 24 and 26.
35 minutes
Closing (EVALUATE): (summarizes lesson; ensures understanding; clarifies misconceptions)
Review pretest
HOMEWORK: Define vocabulary words using online book and copy plot diagram on page 26. Students may also use their literature workbook to define some of the words and the chart is on page 4.Due on Wednesday
Daily Lesson Plan for TuesdayPre-‐Instructional Activity: .Work on vocabulary definitions and copy homework.
5 minutes.
Opening (ENGAGE):The teacher will explain the performance sceniro and tasks.Students will view a photo of a movie advertisement and identify the characters and setting. The teacher will display the photo and ask for volunteers to answer questions about characters and setting. 10 minutes
Work Period (EXPLORE/EXPLAIN/EXTEND/ELABORATE):
Students will view powerpoint of the elements of a story. With teacher guidance and scaffolding, the students will read short stories or elements on pages 24-26 to answer questions and identify plot and the elements of a story.20 minutes
Closing (EVALUATE):Students will view another photo of a movie advertisement and describe the setting, characters and the beginning, middle and ending of the movie.
HOMEWORK: Read "The School Play" on pages 5-11 in the literature workbook or pages 32-39 in the online book. 10 minutes
Daily Lesson Plan for WednesdayPre-‐Instructional Activity: The teacher will distribute plot graphic organizer. The students will turn in vocabulary homework and
DCSD Instructional Planning Instrument Focus on Teaching and Learning
DCSD RCD Aligned Lesson Plan TemplateComponents of this lesson plan may change according to the needs of the students.
answer the following questions from the homework reading: 1- Describe Robert and Belinda? 2-What happened on the day of the performance? 7 minutes
Opening (ENGAGE):Review DO NOW questions. Students will share answers The teacher will explain the plot graphic organizer and review vocabulary words.13 minutes
Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE):
Read the School Play on page 32-36 and complete the plot graphic organizer as a class for the setting, characters, exposition, conflict and rising action.20 minutes.
DCSD Instructional Planning Instrument Focus on Teaching and Learning
DCSD RCD Aligned Lesson Plan TemplateComponents of this lesson plan may change according to the needs of the students.
Closing (EVALUATE):Students will complete 3-2-1 closing…list 3 things you learned, 2 things you liked about the lesson and 1 question you may still have.
5 minutes
HOMEWORK: Complete the questions in the blue margin on pages 5-9 of the literature workbook Daily Lesson Plan for Thursday
Pre-‐Instructional Activity: Turn in homework…Copy homework and study for vocabulary quiz8 minutes
Opening (ENGAGE):Complete vocabulary quiz15 minutes
Work Period (EXPLORE/EXPLAIN/EXTEND/ELABORATE):
Answer any questions from closing and review Wednesday's work period assignment. Continue reading the School Play pages 37 and 38 and finish the plot diagram for climax, falling action and resolution as a class.20 minutes.
Closing (EVALUATE):Exit Ticket: Students will answer this week's essential question.5 minutes
HOMEWORK: Complete the questions in the blue section of the literature workbook on pages 10-12 and complete plot diagram if not completed in class.
Daily Lesson Plan for FridayPre-‐Instructional Activity: Turn in plot diagram for "The School Play" and literature book homework
Write a paragraph that summarizes "The School Play.5 minutes
Opening (ENGAGE):The teacher will pair students together and distribute graphic organizer for assessment (quiz). We will read "The Boar Out There" on pages 28 and 29 aloud as a class. 10 minutes
Work Period(EXPLORE/EXPLAIN/ EXTEND/ELABORATE):
The students will work in pairs to complete the plot graphic organizer for "The Boar Out There". Students may use the information in the margins of the text as a guide to complete the graphic organizer.. 30 minutes
Closing (EVALUATE):Turn in graphic organizer.
NO HOMEWORK