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