Daily Lesson Plan s3

Daily Lesson Plan

Teacher: Lesson Date: Unit 1, Day 15

Subject: Unit Title: How does society shape an individual?

Focus CCSS/CLGs/SC Assessment Limits/Standards: (What are the focus skills being taught? Which standards are being specifically addressed in this lesson?)
W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says as well as inferences drawn from the text.
Other CCSS/CLGs/SC Assessment Limits/Standards Addressed: (What standards will be indirectly addressed during this lesson?)
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.5 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. / Agenda: (What is the snapshot of my class flow?)
Word Study: Vocabulary and quote from the text (10 min)
Engagement: Argumentation Connections (5 min)
Whole Group: Introduction to Argumentation (10 min)
Guided Practice/Small Group: Gathering Text-Based Evidence to Support Claims (30 min)
Closing: Charting Evidence about the Claim (10 min)
Lesson Objective: (What will my students know or be able to do by the end of the lesson? What will they do to learn it?)
By the end of this lesson, students will analyze the development of the theme by citing several pieces of textual evidence to support claims about the factors that allowed Salva and Nya to survive.
Unit Essential Question:
How does society shape an individual?
TIME / INSTRUCTIONAL SEQUENCE / FORMATIVE ASSESSMENT
Note: A variety of formative assessments should be used at key points throughout the lesson.
10 min / Word/Language Study: (Is there vocabulary that must be cleared? What other aspects of word/language study require attention?)
Post the Word Study activity in advance and allow students to copy it into their Reader’s Journal upon entering:
“Salva staggered forward with yet another enormous load of reeds in his arms. Everyone was busy. Some people were cutting down the tall papyrus grass by the water’s edge. Others, like Salva, gathered up the cut stalks …” (page 43)
(WG/SG/IP) Word Study
§  “What do the words reed and papyrus mean? Underline the parts of the excerpt that could help you figure this out.”
§  “What does abundance mean? What did you find on page 47 that helped you figure it out?” Remind students of the expectation that the entry task is done individually. When students are finished, call on several of them to share their thinking. Help the class notice that the context for reeds and papyrus is in the same sentence, but the context for abundance comes from reading farther down the page.
§  In addition to determining the meaning of words using context, we can sometimes use our knowledge of word parts and families to figure out what a word means. Point them to the word desperate (page 50). Ask: “What other words does it remind you of ?” Listen for students to mention: “despair,” “desperation,” or “desperado.”
§  Tell students that desperate has two parts. There is a prefix, the small part of the word at the beginning. In this case, the prefix is de-, which means “down from” or “apart from.” For example, decode means to take a code apart, deforest means to take a forest down, desegregate means to take apart a segregated system.
§  The main part of a word is called a root, and it is from the root that other words are built. It’s just like the root of a tree or plant: other things grow from it. The root of desperate is sper, from the Latin sperare, which means “to hope.” Many of our root words come from Latin. If you look at despair and desperado, you can see this root.
§  Turn and talk: What does desperate mean? How did you use the parts of the word to figure it out?
§  Call several students to share then ask, “Is a desperate person careful? Why or why not?”
§  Post definitions of other words from Chapters 7 and 8
5 min / Engage/Motivation: (How will student interest be sparked? Is there earlier learning that should be linked to new learning? Is there brainstorming that students need to complete before the lesson begins?)
Quickwrite: Describe a time when you won an argument. What was the argument about? How did you win the argument?
Students share their quickwrites in pairs or groups, then think about the following questions:
1.  How do you win an argument?
2.  In school, when do you have to argue to support a position?
Teacher facilitates a discussion and records student answers to the discussion questions.
Exemplar Student Responses
1.  How do you win an argument?
·  Methods include: facts, statistics, saying the argument in a convincing way, using intelligent vocabulary,
2.  In school, when do you have to argue to support a position?
·  Writing papers, trying to convince classmates and teachers, writing BCRs, / Turn and Talk
What do you argue about? How do you win an argument?
Whole Group Discussion
How do you win an argument? In school, when do you have to argue to support a position?
10 min / Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.)
Mini-Lesson: Argumentation
“Now that we have a general understanding of the text and an understanding of how we use argumentation in school, we are going to practice using the text to develop an argument. We are going to learn about the steps that are necessary to develop a claim, select relevant text evidence, and develop analysis to explain how the text evidence supports the claim.”
Teacher displays powerpoint lesson: “ELA into to argumentation” and uses notes to guide mini-lesson and checks for understanding. / Check for Understanding
What is a claim? Give an example of a basic argument. What are the three pieces of developing a text-based argument?
30 min / Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
Gathering Text Evidence about Survival
Distribute and review the “Gathering Text Evidence” worksheet.
“Now we’re going to take what we learned about argumentation and apply it to creating an argument about A Long Walk to Water. The claim we’ll be working with is: “______made it possible for Salva or Nya to survive in A Long Walk to Water.”
Turn and Talk: “Review chapters 7 and 8 with your group. What are some factors that helped either Salva or Nya survive in A Long Walk to Water?”
Exemplar Response (Chart student responses for use later in the class period):
·  Family made it possible for Salva to survive.
·  Hope for the future made is possible for Salva to survive.
·  Family made it possible for Nya to survive.
·  Friends made it possible for Salva to survive.
Modeling: Gathering Text Evidence about Survival
“We’re going to use one of these factors to build an argument about Salva and Nya. Look at the first line of the worksheet.”
Focus students on the first column: Claim.
“Our claim is going to be family made it possible for Salva to survive in A Long Walk to Water.”
Focus students on the second column: Text Evidence
“I knew I needed to find a quote about how important family was for survival. I had just read the chapter where Salva finds his uncle, and so I went back to that part of the book. I could see from my Reader’s Notes that it was Chapter 6, so I turned to that chapter and found the part about Salva. I reread pages 34 and 35, when he first finds his uncle. Open your book to those pages and take a look. I almost chose that quote on page 34 that says, ‘‘Uncle!’ he cried out, and ran into the man’s arms.’ But then I realized that this quote shows how happy he was to see his uncle, not how important his uncle was to his survival. So instead, I chose the quote on page 35 that you see on the chart which says both that they are together and that his uncle will take care of him.”
“Notice that if I just wrote the quote on its own, someone who had never read the book might struggle to understand my argument, so I had to include the context of the quote. That would help someone fully understand my quote.”
Focus students on the third column: Page Number
“When I provide a direct quote, I need to give the page numbers so that I can properly cite it. Make sure you write the page numbers down.”
Focus students on the fourth column: Analysis
“Finally, in the ‘Analysis’ column, I had to explain how my quote supports the claim. I have to explain how that quote about Salva and his uncle show that family is a factor that helped Salva survive. I thought about the things I know about family: what families do for one another, the bond that families have, and so on. Then, I made the connection between my quote and claim.”
Small Group Practice:
Direct students to row 2 of the worksheet.
“Use our class-generated list of survival factors to complete row 2 with your group. What will your claim be? What’s the best evidence to support your claim? How can you connect your claim and your evidence with analysis?”
Options:
·  Student groups can use the same claim as Row 1, but must provide new text evidence and new analysis
·  Teacher can provide the claim OR teacher can provide a quote and student groups must fill in the rest of the row. / Turn and Talk
Text Dependent Question: What are some factors that helped either Salva or Nya survive in A Long Walk to Water?
Graphic Organizer
10 min / Closing Activities/Summary: (How will I reinforce/revisit the objective and connect the lesson to the unit?)
“Our goal today was for you to analyze the theme of survival by citing text evidence to support claims.” Ask students to share their group work from small group practice that illustrates how they have developed that skill. Facilitate student feedback on student sharing by prompting:
·  Is that the best text evidence to support that claim? Can you think of any text evidence that might be better?
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)
·  Enrichment: Groups/individuals swap graphic organizers and offer peer feedback on their Row 2 arguments. Feedback should be based around 2 ideas: 1) Is that the best text evidence to support the claim? Why or why not? Can you think of any text evidence that might be better? 2) Are there any lingering questions about the analysis? How can their analysis be improved?
·  Extension: Continue with row 3 of the graphic organizer in small groups or individually.
·  Accommodations: Graphic organizer, vocabulary definitions posted, list of claim possibilities posted
·  Re-teaching: Teacher check-ins with each group. Small group work with teacher during group time.
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
·  Materials to project powerpoint (computer, projector)
·  Text: A Long Walk to Water
·  Graphic Organizer: Gathering Text Evidence
Notes:
Structure / Strategies Included in the City School/ Model of Highly Effective Literacy Instruction – English 9-12
Whole Group / -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided Practice/Small group / -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent Practice / -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences