LHA Arkansas Cluster Lesson Plan Template
TEACHER: de Bari SUBJECT: ELAGRADE: 10WEEKS: 12-13, Nov 4-15
LHA Arkansas Cluster Lesson Plan Template
CCSS/SLE(s):W.4.10.4
Elaborate ideas clearly and accurately through word choice, vivid description, and selected information
W.4.10.6
Arrange paragraphs into a logical progression with appropriate transition
W.7.10.3
Use such elements of discourse as purpose, speaker, audience, and form when completing narrative, expository, or descriptive writing assignments / _X__
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___ / HIGH YIELD STRATEGIES:
Compare/contrast
Summarizing
Reinforcement
Homework
Non-linguistic
Cooperative learning
Setting objectives
Hypotheses
Cues, questions, & graph org
VOCABULARY:
Sensory details, descriptive details, MLA formatting
LEARNING GOAL/UNDERSTANDING: SWBAT know/do….
Compose a personal narrative /
ESSENTIAL QUESTIONS:
- What do good readers do?
- Am I clear about what I just read?
- How do I know?
Effective readers use a variety of strategies to make sense of key ideas and details presented in text.
FORMATIVE ASSESSMENTS:
(How will you & students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success look like on this lesson’s outcome?)
- Addition of sensory details
- Addition of descriptive details
Completion of final draft of personal narrative with all required components
SELF-ASSESSMENTS: includes peer editing, graphic organizer completion/review, formative assessment review/retakes, and individual meetings with instructor, can be individual or group based, can include formal written reflection, as well as informal methods,such as thumbs up, thumbs down, and formal assessments.
- Self-revision of personal narrative
- Individual conferences with instructor
RELEVANCE/RATIONALE:(Why are the outcomes of this lesson important in the real world? Essential for future learning?)
Learning activities that:
- The students will do during the class to prepare them for the outcomes you expect of them; and
- The teacher will do in order to guide students’ learning.
STUDENTS: Learn techniques for improving writing a personal narrative
TEACHER: Demonstrate different strategies for improving writing a personal narrative
MONDAY, 11/4/13 (A DAY)
OBJECTIVE (SWBAT): Finish watching “Freedom Writers”; Improve the personal narrative rough draft through peer revision conferencesMATERIALS/RESOURCES: Rough drafts; peer check packets
DO NOW:In 3-5 sentences, summarize what we have watched in the movie so far.
AGENDA:
1.)Finish watching “Freedom Writers.” Continue to write 5 similarities and 5 differences between the book and the movie. Notes are due when the movie ends (IP – 45 mins).
2.)Take out rough drafts and peer review check packets from last week. Continue to exchange papers with a peer and complete the handout for peer revision. Students should have read and given adequate feedback to a minimum of 3 peers (GP – 60 mins)
QUESTIONING:
What was the movie about? How is it similar or different from the book? What can we learn from it? How does it tie into our theme of culture? What did you like or dislike about your peer’s draft? What suggestions can you provide to improve it?
ASSESSMENTS:
- Identification of 5 similarities and 5 differences between the movie and the book
- Critical revision of a peer’s draft
1.Finish peer reviewing partner’s draft for homework / DIFFERENTIATION OF INSTRUCTION / BLOOM’S TAXONOMY
ELL: Translations / __Knowledge
__Comprehension
__ Application
_X_ Analysis
_X_Synthesis
__Evaluation
GT: Peer review 4 drafts instead of 3; assist others
IEP/MODIFIED: More guided practice for peer reviewing
WEDNESDAY, 11/6/13 (A DAY)
OBJECTIVE (SWBAT): Revise the personal narrative by adding descriptive detailsMATERIALS/RESOURCES:Sets of 3 similar rocks for each group (about 8 sets for groups of 4)
DO NOW:What is the difference between revising and editing? Provide examples of what this means.
AGENDA:
1.)Discuss the Do Now as a whole group (GP – 5 mins)
2.)Teach students the ARMS acronym for revising: adding, removing, moving around, and starting over (IP – 5 mins)
3.)Divide students into groups of 4 and distribute a set of 3 similar rocks to each group. Direct students to choose one rock, designate a recorder, and then give them 5 minutes to write a paragraph describing the rock they chose (GP – 5 mins)
4.)Next, please 3 similar rocks on the table, and number them 1, 2, and 3. The teacher should secretly choose one to describe and model a descriptive paragraph, intricate details about shape, color, texture, and other pertinent sensory details. After completing the paragraph, have students vote for which rock was described by holding up one, two, or three fingers (IP – 15 mins)
5.)Tell groups that their objective is to revise their original descriptive paragraph with such careful details that another group could guess which of the three was described. Give 5-10 minutes for revisions, then have them trade their rocks and paragraphs with the neighboring group. They should guess which rock was described, underline the details that helped identify it, and then share guesses (GP – 15 mins)
6.)Have students repeat the process by describing a second rock and writing a second paragraph (GP – 20 mis)
7.)Finally, students need to apply this technique to their personal narrative draft. Direct them to get out their rough draft, choose a specific object on the paper, and expand the object’s description (IP – 30 mins)
8.)If time allows, begin next day’s activity
QUESTIONING:
How do descriptive details make writing better? Where can you add these details to your draft?
ASSESSMENTS:
1. Participation in group activity
HOMEWORK (HW):
1.Addition of 5 sensory details to the personal narrative draft / DIFFERENTIATION OF INSTRUCTION / BLOOM’S TAXONOMY
ELL: Translation, use of a dictionary / __Knowledge
__Comprehension
_X_ Application
__ Analysis
_X_Synthesis
_X_Evaluation
GT: Assist others, add 10 details
IEP/MODIFIED:Add 3 details, work with a peer
FRIDAY, 11/8/13 (B DAY)
OBJECTIVE (SWBAT):Revise the personal narrative by adding sensory details, precise language, and transition wordsMATERIALS/RESOURCES: Handout – Revising Your Personal Narrative: Adding Sensory Details; 30 sets of highlighters – each containing yellow, orange, green, pink, and blue; Handout – A Trio of Revising Activities
DO NOW:Share your 5 descriptive detail additions with a partner. Give two and get two. Write their two on your paper. How do these details add to their draft?
AGENDA:
1.)Distribute the handout “Revising Your Personal Narrative: Adding Sensory Details” and a set of highlighters to each student. Read the model paragraph aloud, and then ask student pairs to color code each sentence for the appropriate sensory details. Then, display a clean copy of the paragraph and cold call students to share their color for each sentence, discuss, and mark up the paragraph on the whiteboard (GP – 30 mins)
2.)Next, complete the 2nd page of the handout by directing students to quickly observe the classroom for one minute, Then, partners should work together to compose a sentence for each sense. Ask several volunteers to give examples (GP – 20 mins)
3.)Now, students should apply their knowledge to their personal narrative. Have students choose one small moment to expand with sensory details. Add 5 sensory details to the draft for homework (IP – 10 mins)
4.)Distribute the handout “A Trio of Revising Activities” and work through each section. For the transition words, have students individually complete the sequencing activity, compare answers with a partner, and then discuss answers with the whole group. Then complete the partner talk and complete with the whole group (GP – 20 mins)
5.)Have students quietly complete the application by adding three transition words from the list to their personal narrative drafts (IP – 10 mins)
6.)Next, complete the “Curing Gottitus” section by discussing the importance of vivid verbs, modeling the first few questions, having student pairs do a few and share, and having students finish the remaining questions independently. Finally, finish the vivid adjectives revision activities (IP – 30 mins)
QUESTIONING:
How do sensory details, precise language, and transition words add to writing?
ASSESSMENTS:
1. Participation in activities; addition of sensory details and transition words
HOMEWORK (HW):
- Addition of 5 sensory details to the rough draft
- Addition of 3 transition words to the rough draft
ELL: Translations / __Knowledge
__Comprehension
_X_ Application
_X_ Analysis
_X_Synthesis
__Evaluation
GT: Help others, add more details than requirement
IEP/MODIFIED: More partner work
WEDNESDAY, 11/13/13 (A DAY)
OBJECTIVE (SWBAT): Make a typed version of the personal narrativeMATERIALS/RESOURCES: Flash drives; laptops
DO NOW:Take out your laptop, open a blank Word document, and answer the following questions: What is MLA formatting? How should you type a formal paper? What components do you need?
AGENDA:
1.)Project a blank Word document on the projector and explain MLA formatting. Model what icons to click on, and how to arrange the text so it is in proper MLA format. Have students follow along on their own computers (GP – 20 mins)
2.)Have students gather their materials and go downstairs to the media center. Students may type and print from the library computers, or type on their own laptops, save their typed draft to a flash drive, and print on a library computer. The final typed draft, rubric, rough draft, and peer check papers are all due at the end of the period (IP – 70 mins)
QUESTIONING:
What is MLA formatting? How do you do it?
ASSESSMENTS:
1. Completion of final copy of personal narrative with all required components
HOMEWORK (HW):
1.None / DIFFERENTIATION OF INSTRUCTION / BLOOM’S TAXONOMY
ELL:More modeling / __Knowledge
_X_Comprehension
__ Application
__ Analysis
_X_Synthesis
__Evaluation
GT: Assist others if needed
IEP/MODIFIED: More modeling and assistance
FRIDAY, 11/15/13 (A DAY)
OBJECTIVE (SWBAT):Reflect on the essential question and begin reading Lord of the FliesMATERIALS/RESOURCES: “I Predict” activity for each student; copy of Lord of the Flies for each student’ “Trapped on an Island” Handout; Envelopes with materials for Survival Simulation Game
DO NOW:What would happen if we lived without rules?
AGENDA:
1.)Discuss the Do Now (GP – 5 mins)
2.)Journal #7: Think about the many rules you are expected to follow at home, at school, and other areas of your lives. What is the purpose of rules? What would life be like without them? (IP – 10 mins)
3.)Divide the class in groups of 3-4 members. Then, complete the Survival Simulation game, where students have to collect materials to survive on an island. Directions are in envelopes for each group (GP – 40 mins)
4.)Then, in groups, discuss the game, and complete the “Trapped on an Island” worksheet. Explain to students that this novel chronicles the survival of adolescent boys who are stranded on an island after a shipwreck. Complete the worksheet as a preview to the novel (GP – 30 mins)
5.)Pick up a copy of Lord of the Flies and the “I Predict…” activity paper from the group table. Complete the activity as a preview to the novel for homework. Also, read Chapters 1-2.
QUESTIONING:
What would happen if we lived without rules?
ASSESSMENTS:
1. Participation in Survival Simulation
HOMEWORK (HW):
1.“I Predict…” activity
2. Read Chapters 1-2 of Lord of the Flies / DIFFERENTIATION OF INSTRUCTION / BLOOM’S TAXONOMY
ELL: Translations / __Knowledge
__Comprehension
_X_ Application
_X_ Analysis
_X_Synthesis
_X_Evaluation
GT: Challenge to think outside the box
IEP/MODIFIED: More support and more resources in envelopes