2B Week before CSAP Lesson Plans 2/28—3/4

Monday the 28th through Thursday the 3rd / Friday the 18th / 10th Grade Standards / 10th Grade GLETs
GLETS / See columns at right / See columns at right / 1.b. Summarize, synthesize, and evaluate literary, expository, and technical texts. / 1.b.1 Identifies, summarizes, synthesizes, and evaluates universal themes and main ideas from non-fiction works: newspaper and magazine articles, technical writing, textbooks, biographies, speeches
1.b.2 Analyzes and synthesizes the relationship of the text to ideas and events outside the text (the world)
1.b.3 Identifies and evaluates relevant story elements including character, setting, plot, and theme in fiction and synthesizes them into a literary analysis.
Content Objective / YOU WILL define, identify, categorize, compare, contrast, explain, interpret, paraphrase, adapt, determine, develop, organize, practice, predict, respond, analyze, examine, infer, compose, connect, create, elaborate, integrate, judge, model, reorganize, summarize, synthesize, assess, conclude, critique, defend, evaluate, justify, and prioritize the content and concepts associated with the sophomore curriculum BY defining, identifying, comparing, contrasting, determining, organizing, predicting, analyzing, inferring, judging, synthesizing, defending and evaluating your understanding of those content concepts in an SCR. / You will review and reflect on your CSAP readiness by reviewing and reflecting on your progress this week in an ECR.
You will review test-taking strategies by reviewing test-taking strategies practicing on the DGP quiz. / 1.c. Analyze main ideas, supporting details, sequence of events or procedures, facts and opinions in literary, expository, and technical texts. / 1.c.1 Analyzes main ideas in a variety of texts and uses relevant details to support the analysis
Summary of Content Addressed / (insert 10th grade unit and assessment documents here) / See Monday-Thursday
Test-taking strategies / 1.d. Infer by making connections within and among texts. / 1.d.1 Knows what inferences are
1.d.2 Makes perceptive and well developed connections between and among a variety of texts
1.d.3 Uses inference to understand text at all levels of comprehension
1.d.4 Uses inference to make connections among texts
1.d. 5 Supports inferences with examples from the text
Key Vocabu-lary & Lit Terms / See highlighted words in far right column. / 1.f (g). Locate and recall information in text with different text structures (for example, cause and effect, problems/solution, or compare/contrast). / 1.f.1 Independently uses titles, subtitles, and other text features to skim and scan effectively
1.f.2 Anticipates different types of text structures (description, main idea/supporting details, chronological order, process, cause and effect, compare and contrast and problem/solution) to locate information
Warm-Up
Journal / DGP, of course
Due to packed schedule, DGP shouldn’t take more than 2:20 to complete and review. / Review of test-taking strategies, followed by DGP quiz / 1g (f). Determine meanings of words, including those with multiple meanings, by using context clues (for example, synonyms, comparisons) and structural clues (for example, roots, suffixes, prefixes). / 1.g.1 Understands and uses denotation, connotation, context clues, and structural clues to determine meaning of words (EC 090)
1.g.2 Uses knowledge of prefixes, suffixes, and root words, and word origin
1.g.3 Understands how to use a dictionary, glossary, and thesaurus to independently locate meanings, pronunciations, and derivations of unfamiliar words
“I Do” / ·  Teacher will use district assessment data to design individualized lesson plans to maximize CSAP performance.
(Done prior to lesson—estimated time: 45 minutes or 45 days)
·  Teacher will model all content, concepts, and skills necessary for all students to successfully maximize their CSAP performance. / ·  Teacher will deliver 72nd time instruction on test-taking strategies.
·  Teacher will model taking a test using a think-aloud and a practice CSAP test
·  Teacher will administer DGP quiz / 2.a. Write in a variety of genre including expository, persuasive, narrative, and descriptive for specific purposes (for example, to synthesize, analyze, evaluate, explain, persuade, inform, and entertain). /

Technical

2.a.1 Writes documents in a technical style (manual on rules of a game, procedures for conducting a meeting, minutes of a meeting, technical steps in an experiment, troubleshooting guide )
2.a.2 Includes scenarios, definitions, and examples to aid comprehension
2.a.3 Anticipate readers’ problems, mistakes and misunderstandings
Expository Essay
2.a.4 Synthesizes and organizes information from first and second hand sources (books, magazines, computer databases, the community)
2.a.5 Uses concrete details to provide a perspective on the subject being described
Constructed Response to Text
2.a.6 Independently creates a thesis to respond to significant themes from the text
2.a.6 Uses supporting details or descriptions of characters, plot, conflict, and conclusion
2.a.7 Creates a well defined argument using supporting details and examples from the text and provides interpretations of those details
2.a.8 Synthesizes ideas from other sources
Persuasive Essay
2.a.9 Writes compositions that articulate a position through a thesis statement; anticipates and addresses counter arguments; and back up assertions using specific rhetorical devices (ex: appeal to logic, appeal to emotion, personal anecdotes)
2.a.10 Address readers’ biases and expectations
“We Do” / ·  Teacher will divide students into 1 to 35 small skills groups to accommodate differences in individualized lesson plans.
·  Students will brainstorm, T-P-S, jigsaw, interactively write, and reciprocally teach content concepts alone, in pairs, or with small skills groups, as dictated by individualized lesson plans
·  Teacher will circulate to provide assistance, check for understanding (“hold up a finger”), and reteach curriculum as necessary. / ·  Teacher and students will chorally read the ECR directions.
·  Students will summarize instructions on white boards.
·  Teacher will circulate to check for understanding and inappropriate use of dry-erase markers. / 2.c (i). Use vivid and precise words (for example, active verbs and concrete nouns), imagery, and figurative language as appropriate to audience and purpose. / 2.c.1 Develops voice to personalize and enhance a piece of writing
2.c.2 Independently uses active, lively verbs
2.c.3 Independently uses memorable imagery, figurative language and phrasing
2.c.4 Uses effective vocabulary, including some abstract and specialized content-area words
2.c.5 Uses a variety of devices independently and deliberately to convey meaning (figures of speech, symbolism, dialect)
“You Do” / ·  Students will individually compose an SCR demonstrating understanding of the sophomore content, concepts, and skills. / ·  Students will practice test-taking strategies by taking DGP quiz
·  Students will individually compose an ECR on their CSAP readiness / 2.f (h). Vary sentence structures and lengths to enhance flow, rhythm, meaning, and clarity. / 2.f.1 Writes simple, compound, complex, and a variety of compound/complex sentences
2.f.2 Uses appropriately punctuated dependent clauses (subordinating, appositives and relative clauses)
2.f.3 Varies the beginning of sentences
2.f.4 Uses appropriate transitional expressions to enhance meaning clarity and fluency
Assess-ment / Content/concepts SCR / CSAP readiness ECR / 2.g Develop main ideas and content fully focused on a prompt with relevant, thorough, and effective support / 2.g.1 Develops a controlling idea (thesis statement)
2.g.2 Creates relevant supporting paragraphs using detailed evidence including:
Details
Facts
Examples
Reasons
Statistics
Quotes
2.g.3 Effectively connects evidence to the thesis.
2.g.4 Credits sources appropriately within the text when using details, facts, examples, reasons, quotes and statistics
Closure / See assessment / See assessment / 3.c. Write in complete sentences(varying the types of sentences using appropriate patterns/ transitions and punctuation) / 3.c.1 Writes in complete sentences varying the types such as simple, compound, complex and compound/ complex
3.c.2 Differentiates between phrases and clauses
3.c.3 Uses appropriate punctuation with different sentence structures
Resources / Curriculum maps, unit documents, critical thinking verb wheels, district assessment data, individualized lesson plans, visual representations of punctuation, interactive lecture questions, fortitude, blue lit book, red Write Source book, split personalities,
ACHS writing guide, student bathroom passport, cat o’nine-tails, dictionary, thesaurus, laptops, wireless connection, valium, and magic / DGP quiz versions
CSAP practice test
White boards, markers / 3.d. Punctuate correctly, including apostrophes, commas, semi-colons, colons, and dashes. / 3.d.1 Uses semi-colons, colons, and dashes with greater precision
3.d.2 Uses commas correctly with a variety of phrases, clauses, and with quotation marks
3.d.3 Uses apostrophes in contractions and possessives
Differen-tiation (Acceler-ated and/or struggling learners) / Individualized lesson plans based on district assessment data / ·  Struggling: copy of the DGP quiz with most answers filled in
·  Accelerated: copy of DGP quiz in Latin / 3.e. Use conventional spelling correctly / 3.e.1 Identifies and uses conventional spelling
3.e.2 Uses resources (e.g., spell checkers, dictionaries, charts) to monitor spelling and accuracy
3.e.3 Correctly uses commonly confused words such as homophones and homonyms
3.e.4 Applies knowledge of prefixes, roots and suffixes as an aid to correct spelling
3.e.5 Expands knowledge of spelling to include more complex words
4.a. Identify author's viewpoint, purpose, and historical/cultural context from information presented in the text. / 4.a.1 Determines author’s purpose (entertain, persuade, inform) in increasingly complex poetry, fiction and nonfiction material
4.a.2 Determines the significance of author’s point of view in increasingly complex poetry, fiction and nonfiction material
4.a.3 Identifies author’s bias and analyses its origins
4.a.4 Identifies the concept of reliable narrator
4.a.5 Analyzes the text’s historical/cultural context
4.d. Analyze a variety of text (for example, editorials, political cartoons, advertisements, and essays) in order to make predictions and draw conclusions. / 4.d.1 Uses higher-level questioning skills as an approach to understanding (refer to Bloom’s)
4.d.2 Makes predictions, draws conclusions and analyzes fiction and non-fiction
4.d.3 Analyzes connections to life, other disciplines, cultural, ethnic, and historical information
4.d.4 Analyzes information from a variety of texts to formulate conclusions and personal opinions
4.e. Evaluate the quality of ideas in a text by applying criteria and supporting the conclusion. / 4.e.1 Choose purpose for evaluation
4.e.2 Determine criteria for evaluation
4.e.3 Apply criteria to text
4.e.4 Use analysis to draw conclusion about quality of text
5.a. Use organizational features of printed text (for example, prefaces, appendices, annotations, citations, and bibliographic references) to locate relevant information. / 5.a.1 Establishes a purpose for reading
5.a.2 Uses independently the following parts of a book to locate information
Table of contents
Index
Glossary
Prefaces
Headings/sub-headings
Titles/subtitles
Captions
Chapter preview
Summaries
Annotations
Changes in print (italics, bold Faced print, underlined, all caps etc.)
Appendices
Citations
Bibliographic references
5.b. Use organizational features of electronic text (for example, database keyword searches, Internet search engines and e- mail addresses) to locate relevant information. / 5.b.1 Establishes purpose for reading
5.b.2 Independently uses organizational features of electronic information (keyword searches, icons, headings, bookmarks) to locate information
5.b.3 Uses electronic sources:
library databases
Internet browsers
search engines
Internet
E- mail
CD-ROM
5.b.4 Independently evaluates the quality of electronic sources
5.b.5 Selects appropriate and effective electronic sources according to audience and purpose
5.c. Paraphrase, summarize, organize and synthesize information from a variety of sources. / 5.c.1 Selects relevant information by establishing purpose and audience
5.c.2 Independently skims information to determine relevancy of information
5.c.3 Understands how to paraphrase text
5.c.4 Independently restates, summarizes, and synthesizes information from references, technical sources and media using:
graphic organizers
outlines
note cards
bib cards
5.c.5 Synthesizes and organizes information for a final written/spoken product
5.d. Evaluate information for specific needs, validity, credibility, and bias. / 5.d.1 Selects and locates information appropriate for a specific purpose or audience and justifies the selection
5.d.2 Evaluates a variety of media for purpose, validity, credibility, and/or bias
6.a. Read and respond to classic and contemporary novels, poetry, plays, short stories, non-fiction, essays and speeches, from a variety of cultures and historical periods that are familiar and unfamiliar. / 6.a.1 Reads and responds in written and oral form to multi-cultural literature that represents familiar and unfamiliar perspectives from diverse people, places and events
Novels
Short stories
Poetry
Plays
Non-fiction
6.a.2 Makes connections:
text to text
text to self
text to world
6.b. Apply literary terminology and knowledge of literary techniques (including, but not limited to, rising action, style, mood, setting, protagonist, antagonist, point of view, foreshadowing, personification, or flashback) to understand text. / 6.b.1 Review, introduce apply the following terminology when analyzing text:
Character: protagonist and antagonist
Characterization
Setting
Conflict
Plot: exposition, rising action, climax, falling action, resolution
Dialogue/Dialect
Point of view(1st, 2nd or 3rd-person, 3rd person omni. & universal omni.)
Mood
Tone
Theme
Allusion
Imagery
Irony (dramatic, situational, verbal)
Rhyme scheme
Symbolism
Alliteration
Onomatopoeia
Metaphor
Simile
Personification
Style
Hyperbole
Suspense
Foreshadowing
Flashback
Paradox
Rhyme scheme
Rhythm
Analogy
Monologue
Diction
Allegory
Anthropomorphic
Assonance
Consonance
Allusion
Archetype
Euphemism
Inversion
Internal rhyme
Motif
Nemesis
Stanza
Stream of consciousness
6.c. Read a given text, identify the theme, and provide support from the text. / 6.c.1 Read and determine theme (the message the author is conveying about life or people in relation to the topic)
6.c.2 Find and use explicit details to explain how author develops theme
6.c.3 Explain how the relationship between main points and supporting details creates meaning and author’s approach
6.c.4 Make perceptive and well developed connections between and among themes in multi-cultural literature