Lesson Plans

Week of October 16 - 20, 2017

 

Monday

Tuesday

Wednesday

Thursday

Friday

Objective:

Objective:

Objective:

Objective:

Objective:

 

  • I will analyze how characters interact with one another using POV.
  • I will connect with the story’s events on a personal level.
  • I will cite strong textual evidence to support inferences from the text.
  • I will determine the central idea of a text and its development.
  • I will analyze the impact of specific word choices.
  • I will cite strong textual evidence to support inferences from the text.
  • I will determine the central idea of a text and its development.
  • I will analyze the impact of specific word choices..
  • I will cite strong textual evidence to support inferences from the text.
  • I will determine the central idea of a text and its development.
  • I will analyze the impact of specific word choices.

BR (5 – 7 min):

BR (5 – 7 min):

BR (5 – 7 min):

BR (5 – 7 min):

BR (5 – 7 min):

Daily Language Review – Week 11

Daily Language Review – Week 11

Daily Language Review – Week 11

Daily Language Review – Week 11

Daily Language Review – Week 11

Anticipatory Set (10 – 15 min):

Anticipatory Set (10 – 15 min):

Anticipatory Set (10 – 15 min):

Anticipatory Set (10 – 15 min):

Anticipatory Set (10 – 15 min):

  • None due to substitute

Revisit the Big Question: What makes someone popular?

  • TTW have students brainstorm some positive ways to achieve popularity?

Big Question: Can ordinary people be heroes?

  • TTW introduce the big questions and ask students “What are some examples of heroes who risk their lives for others?”
  • TTW place students in small groups and ask them to list the qualities of a hero using a description wheel.

Big Question: Can ordinary people be heroes?

  • TTW ask students how the photograph o page 377 makes clear the danger of the situation.

Big Question: Can ordinary people be heroes?

  • TTW ask students to describe how the anonymous man was a hero to those who observed him.

Modeling (10 – 15 min):

Modeling (10 – 15 min):

Modeling (10 – 15 min):

Modeling (10 – 15 min):

Modeling (10 – 15 min):

  • None due to substitute

TTW model objectives using examples from the text.

TTW model how to reflection using example of page 375.

TTW model how to main idea and details using example of page 375.

TTW model how to identify reflective essay and main idea using details from the text.

Guided Practice – TTW (20 min):

Guided Practice – TTW (20 min):

Guided Practice – TTW (20 min):

Guided Practice – TTW (20 min):

Guided Practice – TTW (20 min):

  • None due to substitute

None

  • TTW guide reading of The Man in the Water: p 374 - 381
  • TTW guide student practice of reflective essay by asking TA – Reflective Essay questions from text and guiding class discussion
  • TTW guide student practice identify main idea and supporting details by asking RS – Central Idea questions from text and guiding class discussion
  • TTW guide reading of The Man in the Water: p 374 - 381
  • TTW guide student practice of reflective essay by asking TA – Reflective Essay questions from text and guiding class discussion
  • TTW guide student practice identify main idea and supporting details by asking RS – Central Idea questions from text and guiding class discussion
  • TTW guide class discussion of After Reading: Comprehension questions on page 379 using poster paper and small groups

Independent Practice – TSW (30 min):

Independent Practice – TSW (30 min):

Independent Practice – TSW (30 min):

Independent Practice – TSW (30 min):

Independent Practice – TSW (30 min):

WriteSource Workbook Pages: 136, 147, 152, 166, 167

TSW complete The Doll’s House – Selection Quiz

TSW begin working on Text Analysis (Reflective Essay) and Reading Skill (Main Idea and Details) based on class discussions and organizers

TSW begin working on Text Analysis (Reflective Essay) and Reading Skill (Main Idea and Details) based on class discussions and organizers

TSW complete The Man in the Water – Text Analysis (After Reading)

TSW complete The Man in the Water – Reading Check

Closure (10 min):

Closure (10 min):

Closure (10 min):

Closure (10 min):

Closure (10 min):

  • None due to substitute

Review using Post-It Question

Review using Post-It Question

Review using Post-It Question

Review using Post-It Question

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

  • None due to substitute
  • Selection Quiz
  • Questions, Prompts, Cues
  • GOs
  • Open-ended questions
  • One-on-One
  • Peer Assistance
  • Peer Collaboration
  • Questions, Prompts, Cues
  • GOs
  • Open-ended questions
  • One-on-One
  • Peer Assistance
  • Peer Collaboration
  • Text Analysis and Reading Check
  • Questions, Prompts, Cues
  • GOs
  • Open-ended questions
  • One-on-One
  • Peer Assistance
  • Peer Collaboration

Homework:

Homework:

Homework:

Homework:

Homework:

Study Notes

Study Notes

Study Notes

Vocabulary Study/Practice

Study Notes

Study Notes

Enrichment:

Enrichment:

Enrichment:

Enrichment:

Enrichment:

  • None due to substitute

None

  • Tiered questioning
  • Audiobook
  • Analyze Visuals from Text
  • Personal Connections
  • Text Analysis and Reading Check
  • Questions, Prompts, Cues
  • GOs
  • Open-ended questions
  • One-on-One
  • Peer Assistance
  • Peer Collaboration
  • Comprehension questions: assign 1-4 to all students to answer individually, then have each number group write group response on chart paper and present to class

Remediation (During Independent Practice):

Remediation (During Independent Practice):

Remediation (During Independent Practice):

Remediation (During Independent Practice):

Remediation (During Independent Practice):

  • None due to substitute

None

  • one-on-one assistance from teacher
  • peer experts
  • one-on-one assistance from teacher
  • peer experts
  • one-on-one assistance from teacher
  • peer experts

 

Week of October 23 - 27, 2017

 

Monday

Tuesday

Wednesday

Thursday

Friday

Objective:

Objective:

Objective:

Objective:

Objective:

Individualized based upon student’s Individual Learning Plan in Study Island.

  • I will use evidence from text to support an inference.
  • I will determine the central idea of a text and analyze how it develops
  • I will determine the connotative meaning of words or phrases
  • I will use evidence from text to support an inference.
  • I will determine the central idea of a text and analyze how it develops
  • I will determine the connotative meaning of words or phrases
  • I will use evidence from text to support an inference.
  • I will analyze characters and their interactions with other characters
  • I will determine the central idea of a text and analyze how it develops
  • I will use evidence from text to support an inference.
  • I will analyze characters and their interactions with other characters
  • I will determine the central idea of a text and analyze how it develops

BR (5 – 7 min):

BR (5 – 7 min):

BR (5 – 7 min):

BR (5 – 7 min):

BR (5 – 7 min):

Daily Language Review – Week 12

Daily Language Review – Week 12

Daily Language Review – Week 12

Daily Language Review – Week 12

Daily Language Review – Week 12

Anticipatory Set (10 – 15 min):

Anticipatory Set (10 – 15 min):

Anticipatory Set (10 – 15 min):

Anticipatory Set (10 – 15 min):

Anticipatory Set (10 – 15 min):

Big Question: Can ordinary people be heroes?

  • TTW introduce the big question and explain that cultural identity is the feeling of identifying with a particular group or culture.
  • TTW have students list aspects of home that they would miss most if they had to move abroad (post-it response) and discuss how they might adjust to living in a new country.
  • TTW point out difficulties that their lists show

Big Question: Can ordinary people be heroes?

  • TTW ask students to describe the mood depicted in the art of page 385 and how the art depicts the mood of the story.

Big Question: Can ordinary people be heroes?

  • TTW ask students to compare Hyppolite’s cultural experiences with those of her mother (Venn diagram).
  • TTW remind students to keep unit goal in mind, paying particular attention to literary and reading skills: POV, drawing conclusions, support an opinion
  • TTW remind students to keep unit goal in mind, paying particular attention to literary and reading skills: POV, drawing conclusions, support an opinion

Modeling (10 – 15 min):

Modeling (10 – 15 min):

Modeling (10 – 15 min):

Modeling (10 – 15 min):

Modeling (10 – 15 min):

  • TTW model how to 2nd Person POV using example of page 383.
  • TTW model how to Analyze Sensory Details using example of page 383.
  • TTW model how to identify 2nd Person POV and Analyze Sensory Details using details from the text.
  • TTW model test taking strategies and analysis of test items
  • none

Guided Practice – TTW (20 min):

Guided Practice – TTW (20 min):

Guided Practice – TTW (20 min):

Guided Practice – TTW (20 min):

Guided Practice – TTW (20 min):

  • TTW guide reading of Dyaspora: p 384 - 381
  • TTW guide student practice of reflective essay by asking TA – 2nd Person POV questions from text and guiding class discussion
  • TTW guide student practice identify main idea and supporting details by asking RS – Analyze Sensory Details questions from text and guiding class discussion
  • TTW guide reading of Dyaspora: p 374 - 381
  • TTW guide student practice of reflective essay by asking TA – 2nd Person POV questions from text and guiding class discussion
  • TTW guide student practice identify main idea and supporting details by asking RS – Analyze Sensory Details questions from text and guiding class discussion
  • TTW guide class discussion of After Reading: Comprehension questions on page 389 using poster paper and small groups

 

  • TTW review Unit 3 objectives [POV, chronological order, symbol, draw conclusions, synthesize ideas/support an opinion] using Unit 3 Assessment Practice on 402 – 413  
  • none

Independent Practice – TSW (30 min):

Independent Practice – TSW (30 min):

Independent Practice – TSW (30 min):

Independent Practice – TSW (30 min):

Independent Practice – TSW (30 min):

  • TSW begin working on Text Analysis (2nd Person POV) and Reading Skill (Analyze Sensory Details) based on class discussions and organizers
  • TSW begin working on Text Analysis (2nd Person POV) and Reading Skill (Analyze Sensory Details) based on class discussions and organizers
  • TSW complete Dyaspora – Text Analysis (After Reading)
  • TSW complete Dyaspora – Reading Check
  • TSW take quiz on the story
  • TSW complete Unit 3 Assessment Practice
  • Unit 3 Assessment

Closure (10 min):

Closure (10 min):

Closure (10 min):

Closure (10 min):

Closure (10 min):

Review using Post-It Question

Review using Post-It Question

Review using Post-It Question

Review using Post-It Question

Review using Post-It Question

Assessment:

Assessment:

Assessment:

Assessment:

Assessment:

  • Questions, Prompts, Cues
  • GOs
  • Open-ended questions
  • One-on-One
  • Peer Assistance
  • Peer Collaboration
  • Questions, Prompts, Cues
  • GOs
  • Open-ended questions
  • One-on-One
  • Peer Assistance
  • Peer Collaboration
  • Text Analysis and Reading Check
  • Questions, Prompts, Cues
  • GOs
  • Open-ended questions
  • One-on-One
  • Peer Assistance
  • Peer Collaboration
  • Units 3 Assessment Practice
  • Unit 3 Assessment

Homework:

Homework:

Homework:

Homework:

Homework:

Study Notes

Study Notes

Study Notes

Study Notes

Study Notes

Enrichment:

Enrichment:

Enrichment:

Enrichment:

Enrichment:

  • Tiered questioning
  • Audiobook
  • Analyze Visuals from Text
  • Personal Connections
  • Tiered questioning
  • Audiobook
  • Analyze Visuals from Text
  • Personal Connections
  • Comprehension questions: assign 1-4 to all students to answer individually, then have each number group write group response on chart paper and present to class
  • Peer Assistance
  • Peer Collaboration
  • Questions, Prompts, Cues

 

Remediation (During Independent Practice):

Remediation (During Independent Practice):

Remediation (During Independent Practice):

Remediation (During Independent Practice):

Remediation (During Independent Practice):

  • one-on-one assistance from teacher
  • peer experts
  • one-on-one assistance from teacher
  • peer experts
  • one-on-one assistance from teacher
  • peer experts
  • one-on-one assistance from teacher
  • peer experts
  • one-on-one assistance from teacher
  • peer experts
  • modified assessment for SPED students