Unit 2 lesson plans2013
- 1. 1 Lesson Plans Supervisor: Mrs. Somma Unit 2 of Code X- 806, 814 Teacher: Ms. Rukenstein-ELA October 28, 2013 ELA Lesson Plan Teachers: Ms. Rukenstein/Ms. Palazzo 717 October 31, 2013 Learning Objective: Students will read, analyze, and discuss a text in order to identify the main character’s central conflict and locate supporting details within the short story. Common Core State Standards: Reading Key Ideas and Details: RL.8.1, RL.8.2, RL.8.3 Craft and Structure: RIL8.4 Integration of Knowledge RL.8.9 Conventions of Standard English: L.8.2 Vocabulary Acquisition and Use: L.8.4, L.8.5 Warm-Up: 806: Predict what will happen to Keesh for standing up to the elders.
- 2. 2 814: Predict how Keesh will be a survivor. Words to Know Instruct students to record the definitions of the Words to Know in the Vocabulary section of their notebooks. gale grapple mock presumption unprecedented Procedure: Read the entire short story once. Have students orally summarize. Differentiation of Reading: 806- ELL students will read the story with the teacher. Students will be given the choice of continuing to read parts of the short story in pairs or independently.
- 3. 3 Students who had struggled with specific standards/skills on Unit Test 1 will be grouped accordingly. The teacher will continue to read certain sections of the short story aloud and pose text questions. Differentiation: The lesson is differentiated in the grouping and method of reading the short story based on Unit 1 data. The teacher will use different questioning strategies/techniques to guide students. Students struggling with the reading will work with the teacher. Define conflict, internal conflict, and external conflict. Students will write down the definitions. Students will use sentence starters and Routine 6 to answer question 8 on page 63. Describe the conflict between Keesh and the elders. At the council, Keesh _____________. The elders became angry because ____________________. Keesh, too, becomes angry when ______________________.
- 4. 4 Small: Students will exchange notebooks, read responses, and grade short responses on a 0-2 rubric. The teacher will provide the model 2-point response. They have been practicing doing this so the routine is in place. The teacher will use the data for assessment purposes. Assessment/Wrap-Up: In paragraph 13, identify a metaphor that shows that the men are very angry, and two descriptive details that show that Keesh is, too. Whole: Some pairs will share responses and grades they gave the answers. The rest of the class will have the opportunity to disagree/add comments using the Idea Wave Routine. Assessments: Conference Notes on reading, working in pairs, ability to answer TEXT QUESTIONS accurately/with supporting
- 5. 5 textual evidence, short response, and oral responses to questions. November Learning Objective: Students will identify and analyze characters, events, and ideas
- 6. 6 October 29, 2013 Learning Objective: Students will perform a close reading of a parody essay and answer text-based questions that require citing of evidence. CCSS: Reading: RI.8.1, RI.8.2, RI.8.4, RI.8.5, RI.8.6 Range of Writing: W.8.10 Vocabulary Acquisition and Use: L.8.4 Warm-Up: How do you predict the third essay will be different than the other two we have read? Whole: Review the character traits of the two authors whose essays we already read about and charted. Introduce the Words to Know: Heat retention Sensuous Ruthless
- 7. 7 Deft Botany Procedure: Read/Oral Cloze Academic Vocabulary Key Ideas and Details Text Structure Words and Phrases in Context Read the text to the class. Small: Students are grouped based on last year’s ELA exam scores. Provide sentence starters: -This sentence suggests that Gallagher thinks____________. On Demand Writing Routine: How does Gallagher’s essay differ from Mendoza’s essay? What can you infer about Gallagher’s personality from his essay. Explain your answer. The teacher will assign different questions to different groups to answer.
- 8. 8 The teacher will work with struggling readers who need reinforcement. Possible strategies: Oral Cloze, Choral Reading, Character Trait Charts etc.… Conference with students. Assessment: Which of the three essays writers describes how he or she overcame a challenge? Explain. Text-to-Self