Sample English/Reading Instructional Planner

Henrico County Public Schools

Sample English/Reading Instructional Planner

Teacher: Secondary English Sample / Reporting Category: (Various—see SOLs) / Unit Name: Black Book of Secrets—Social Class and Behavior / Duration of Unit: 4 weeks
Grade Level: 6 Content Area(s): English Class: Sample / School: Sample Secondary / Date(s): (13 days in MP1)
STAGE 1: DESIRED RESULTS - What will students learn?
BIG IDEA/GOAL: (Put in themes for MP and Big Question for that theme for this unit)

Growing and Changing

How does social class affect behavior and society?

TARGETED LEARNING OBJECTIVES/SOL(s): (Put in SOLs)
Communication
-  6.2d Paraphrase and summarize what is heard.
-  6.3b Identify the characteristics and effectiveness of a variety of media messages.
Reading/ Vocabulary
-  6.4f Extend general and specialized vocabulary through speaking, listening, reading, and writing.
Reading/ Fiction
-  6.5a Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
-  6.5e Use prior and background knowledge as context for new learning.
-  6.5l Use reading strategies to monitor comprehension throughout the reading process.
Reading/ Non-fiction
-  6.6b Use prior knowledge and build additional background knowledge as context for new learning.
-  6.6l Use reading strategies to monitor comprehension throughout the reading process.
Writing
-  6.7b Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
-  6.7d Establish a central idea and organization.
-  6.7j Use computer technology to plan, draft, revise, edit, and publish writing.
Research
-  6.9c Use technology as a tool to research, organize, evaluate, and communicate information.
-  6.9d Cite primary and secondary sources. / UNPACK THE LEARNING OBJECTIVES/SOL(s)
Indicate Verb(s) / Level / Bloom’s Taxonomy
Compose / 6 / Create
Establish, Summarize / 5 / Evaluate
Identify / 4 / Analyze
Cite, Use / 3 / Apply
Extend, Paraphrase / 2 / Understand
1 / Remember
Instructional Design Process / / ACQUIRE:
What do students need to learn, … / SWBAT use tools to understand and summarize readings. / Driving Questions / / - What reading strategies did you use to come to that answer?
- What other items could you use to “map” this out?
What piece of information is most important from this item?
/ UNDERSTAND:
… process, and make meaning of, in order to… / SWBAT understand that stories (even fiction) come from feats and plights in real life. Likewise, students will learn that not all items categorized as non-fiction are “truthful.” / / - What other themes affecting behavior and society have you read over the past year (think about summer readings too)?
What things have you been exposed to, read, seen on-line that present an un-truth?
/ TRANSFER:
… apply and connect their understandings to the real world? / SWBAT uncover the “truth” and look at circumstances in society to decide real crimes (moral and the like). / / - What societal norms and measures help us to uncover “truth?”
- What institutes in our society help to focus our moral compass?
STAGE 2: ASSESSMENT USING MULTIPLE SOURCES OF EVIDENCE
How will students apply and connect their understanding of the learning goals to the real world?
Summative Assessment(s): (Please highlight all the elements that will be used in your unit/lesson assessment and give a brief summary)
  Essay-- What do you think about the narrator’s moral character.Would you put her on trial for revealing the contents that the two men tried so hard to keep secret? What motives does she have for following this story? /   Fill in the blank
  Matching /   Multiple Choice
  Open Book /   Performance Task
  Portfolio /   Presentation
  Project--It’s time to go to court. We have met many “criminals” on this journey. Your job is to put each on trial. Look at each character’s story and decide their fate. Decide how their status has affected their role in the society. /   Report
  Research Project /   Short Answer
  Take-Home /   True/False
  Other: /   Other:
Please highlight or attach the rubrics to be used for your assessments:
6-Traits Scoring Rubric / Annotation Rubric
AP Scoring Rubric / Rhetorical Précis Rubric
SOL Domain Scoring Rubric / Other: Project Rubric
Sources to make your rubrics:
http://staffdev.henrico.k12.va.us/eng_rubric/index.html
http://rubistar.4teachers.org/
Evidence of Mastery: 90% of students will score a passing rate on the scoring rubrics.
STAGE 3: PLANNING INSTRUCTIONAL DELIVERY TO MEET THE NEEDS OF STUDENTS
Texts, Materials, Resources, Etc.
General/Texts: / Notes/Handouts: / Web Items:
Black Book of Secrets—print text / Persuasive Techniques / Story Frames/Comic Strip Outline / Pawn Ads
Black Book of Secrets—audio text / Novel Preview / Vocabulary Concept Maps / Evaluating Sources
A Shelter in Our Car by Monica Gunning / Character Notes / Point of View Notes / Padlet
Fly Away Home by Eve Bunting / Character Map / Personification Notes / VA Laws
Index Cards / Character Analysis Sheet / Figurative Language Sort
Bag and small sentence strips / Clue Map
STAGE 3: PLANNING INSTRUCTIONAL DELIVERY TO MEET THE NEEDS OF STUDENTS
How will students acquire, understand, and transfer new knowledge?
How will the delivery of instruction be sequenced and differentiated to optimize achievement for all learners?
Indicate Instructional Delivery / Minutes / Cognitive Level(s) / Description of the Differentiated Instruction,
Embedded 21st Century Skills, and Supporting Resources / Formative Assessment(s) / Evidence of Mastery
Date
Tues/ Wed / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Start with journal topic: What do you know about pawn shops? What have you heard? What images/stereotypes come to mind? Share answers with whole group.
Review Persuasive Techniques and stereotypes with PPT and cloze notes.
Look at Ad 1: American Loan Pawn together and talk about persuasive techniques.
Have students view remaining ads and note techniques in Cornell note form. Get with elbow partner to compare answers and note stereotypes.
Review how to evaluate a website and citing sources with short clips and cloze notes.
Work individually to answer the following questions:
1.  What is a pawn?
2.  What is a pawn broker?
3.  What are some common items that are pawned?
4.  Do pawn shops deal in stolen property?
5.  How do shops know that an item is not stolen?
6.  Name four pawn shops in the Greater Richmond area. / Quick write--Who goes to pawn shops (which social groups)? What leads you to believe this (think about ads and info you found during your web search)? / 80% of class realizes that pawn shops target lower classes.
Date
Thurs/ Fri / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Complete a novel preview (text features and chapter headings) and prediction sheet for Black Book of Secrets. Compare answers with your elbow partner.
Read the first section: “A Note from the Author” as a group (teacher reads—students follow along). Students will answer the following questions:
1.  Where does this story supposedly come from?
2.  What can you guess about the chapters/style/etc.?
Have students review Character notes (ppt w/ notes sheet at the end) alone.
Do a read aloud with the picture book A Shelter in Our Car byMonica Gunning and complete a character map of the mother to demonstrate what students will be doing as they read (and to further the theme of social class and poverty).
Listen to chapters 1-3. After selection has played, students choose one of the characters: Ludlow Fitch or Joe Zabbidou. Students go back through chapters 1-3 and create a body outline using large art paper or computers. Decorate/Design body outline using the descriptions in the chapters. Then, start to fill in some of the character traits. Continue working on chart for homework as you read chapters 4-8. / Notes check / 100% of students have complete notes
Date
Mon / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 50 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Grammar warm-up: Rewrite the poem in chapter 4 using correct prose form.
Journal Entry: Have you noticed anything strange about the chapters? Think back to our discussion about the “A Note from the Author.”
Pull up PPT on point of view from English blog. Add notes to your notebook.
Revise your journal entry and answer the question, “Why does the point of view keep switching?” Discuss answers at your table. Put your best response on the discussion board (projected on the board).
Continue working on character chart for homework as you read chapters 9-12. / Discussion Board / 100% participation with acceptable responses
Date
Tues/ Wed / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Reading Quiz: Complete a writing frame (cloze-style summary of Chapters 1-12).
1.  Review story frames. Do read-aloud of picture book, Fly Away Home
by Eve Bunting. Complete a comic strip of key scenes. Go back and show students pictures from the book and compare to class strip. Discuss if we hit key details.
Pass out complete summary of chapter 1-12 when all papers are in. Have students work in small groups to create a comic strip of events so far.
Review process for vocabulary concept maps and choices. Take minimum of five words from vocabulary journal to map.
Place categories around the room. Have students write words from vocabulary journal on index cards. Have students put their words under what they believe are the correct categories—discuss answers and why different students put the same word under different categories / Reading Quiz
Word Sort / 80% of class score 85% or higher on quiz
100% participation
Date
Thurs/ Fri / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other Mini Projects
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Warm-up: Grammar—Paragraph Edit using selection from Chapter 13
Listen to Chapter 13—type key words on padlet board. Discuss in large group items that stand out.
Do Four Corners review of persuasive techniques and advertising.
From Chapter 13: “People believe what they read, whatever the truth of it.” Give examples of items in print that people believe even thoughthey arenot true. Search the web for ads and analyze the truth and lies in one ad. Post the ad linkand your analysis on our class blog.
Look at the three confession starters in chapter 13. Choose one of the starters. Develop a character with a blank character map and write his/her secret narrative.
Continue working on character chart for homework as you read chapters 14-16. / Ad analysis / 70% of students have adequate (score of 2 or better on 4 point rubric) analysis
Date
Mon / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 50 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Warm-up: Rewrite thebutcher’s sign in chapter 17 advertising his specialsusing correct prose form.
Journal Entry and Clue Map: What do you think the butcher, Horatio Cleaver will confess? What clues have you gathered? Go back to chapter 15 and complete the Clue Map to write this entry.
Listen to Chapter 17. Do one word summary of confession. / Complete 2-One Word Summaries (what will he confess—side one of card; what did he confess—side two of card) / 100% have correct summary
Date
Tues/ Wed / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Warm-up: Rewrite the section at the end of Chapter 22 when the youngest Sourdough is speaking (“Ere, listen to this…your tricks and wiles.”)using correct prose form.
Listen to Chapters 18-22. Work on Character maps.
Cloze notes withPersonification PPT. Complete activity—sort columns into similes, metaphors and personifications.
Re-read chapter 20. What item is personified? Give examples of all the ways it is personified on the back of activity sheet. / Activity Sheet check / 80% of class will score 85% or higher on each component
Date
Thurs/ Fri / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Warm-up—Grammar edit using selection from Chapter 23.
Character analysis of Jeremiah. Work as a class to list traits/reactions to Jeremiah. Notes on board. Listen to chapters 23-24 and add to the analysis sheet.
Look at the beginning of chapter 24. “Jeremiah was a fine example of the sort of person who knew the cost of everything but the value of nothing.” What “valuable” things in life are Jeremiah clueless of. What do you value? Complete a Venn diagram about what you value in life in juxtaposition to Jeremiah.
Listen to Chapters 23-End. Work on Character maps. Finish for h.w. / Venn Diagram / 100% participation
Date
Mon / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other Project
Summary/Closure / 50 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / In small groups (by character selected), share character maps. Add to “master” charts in the front of the classroom. Discuss our perceptions of both characters.
Introduce project: It’s time to go to court. We have met many “criminals” on this journey. Your job is to put each on trial. Look at each character’s story and decide their fate.
Give students sites and handout to investigate VA laws. / Discussion / 85% participation
Date
Tues/ Wed / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other Quiz; Project
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Review Quiz
Create a class rubric for judging characters from what was learned about laws through site investigation last class.
Pick a character from bag—find your group members (others who chose same name) and complete project sheet. Choose any presentation method to present your case. / Quiz / *use to determine learning stations
Date
Thurs/ Fri / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other ______
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Based on students’ performance on formative assessments and class discussions, rotate students through the following stations:
1.  Video station—clips on literary elements (character, personification, figurative language)
1b. Questions on videos
2.  Grammar practice—Web interactive (focus on areas of concern)
3.  Note taking—Interactive practice from Read, Write, Think
4.  Critical thinking practice—Handouts from Teach-nology—Work in pairs
5.  Vocabulary/Reading strategies—work with teacher / n/a / n/a
Date
Mon / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other Project
Summary/Closure / 50 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Project Presentations—Plead your character’s case.
Students (individually) will use rubric to decide fate. Write a brief justification for each / n/a / n/a
Date
Tues/ Wed / Intro/Activate/Engage
Direct Instruction
Guided Practice
Independent Practice
Other Project; Essay
Summary/Closure / 90 / 6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / Finish Project Presentations.
Essay: What do you think about the narrator’s moral character?Would you put her on trial for revealing the contents that the two men tried so hard to keep secret? What motives does she have for following this story? / n/a / n/a
Teacher Reflection/Effectiveness of Learning:
I had to pull several students for tutoring sessions to review lit. elements and work on writing. Students struggled with doing vocabulary logs. Give more guidelines next unit on how many words to chart for each chapter/selection/etc. Groups for final project not as mixed as I would have liked—but I like the fairness of doing it this way. Perhaps create groups and then let a group member choose from the bag. Overall, students enjoyed the reading and unit. / Finish Project Presentations.
Essay: What do you think about the narrator’s moral character?Would you put her on trial for revealing the contents that the two men tried so hard to keep secret? What motives does she have for following this story? / n/a / n/a

1