Wurtland Middle School Lesson Plan
Teacher:___Wilson______
Unit: Informational Read / Duration: October 13 – October 17 / Progression: Weekly PlanCORE / Standards:
RI:.8.7: I can evaluate the advantages and disadvantages of using different media to present an idea.
RI:8.1.: I can cite text-based evidence that provides the strongest support for an analysis of literary text.
RI.8.5: I can analyze the structure of a specific paragraph in a text.
RI: 8.8: I can identify the argument and specific claims in a text.
RI: 8.2: I can analyze the development of a theme or central idea throughout the text (including its relationship to supporting ideas.)
RI: 8.6: I can determine an author’s point of view or purpose in informational text. / I Can:
…get information from photographs about people who are taking a stand about something. (Day 1)
…explain the advantages and disadvantages of gather information from photographs. (Day 1)
…cite the evidence that Shirley Chisholm uses to support her claims in “Equal Rights for Women.” (Day 2)
…analyze the structure of a specific paragraph in “Equal Rights for Women,” including the role of a particular sentence in developing a key component. (Day 3)
…analyze the development of a central idea in “Equal Rights for Women.”(Day 3)
…identify specific claims that Shirley Chisholm makes in “Equal Rights for Women.” (Day 3)
…identify specific claims that Shirley Chisholm makes in “Equal Rights for Women.” (Day 4)
…evaluate evidence that supports a claim in “Equal Rights for Women.”
…objectively summarize “Equal Rights for Women.” (Day 4)
…analyze Shirley Chisholm’s perspective in “Equal Rights for Women.” (Day 5)
…analyze how Shirley Chisholm acknowledges and responds to conflicting viewpoints. (Day 5)
Strategies/ Procedures / I Do/Before
Day 1:
~Engaging the Reader: Gallery Walk (13 minutes)
~Review Learning Targets
Day 2:
A.) Engaging the Reader: PowerPoint with directions: Partner up with someone beside you and share the Advantages/Disadvantages t-chart you completed for homework. (3 minutes)
B.) Review Learning Targets (2 minutes)
Day 3:
A.) Set up “Discussion Appointments” for the upcoming lessons (8 minutes)
B.) Review Learning Targets (2 minutes)
Day 4:
A.) Engaging the Reader: Vocabulary in “Equal Rights for Women” (8 minutes)
B.) Review Learning Targets (2 minutes)
Day 5:
A.) Engaging the Reader: Share Homework Summaries (3 minutes)
B.) Review Learning Target (2 minutes) / We Do/ During
Day 1:
A.) Building Background Knowledge: Taking a Stand (10 minutes)
B.) Taking a Stand: Frayer Model (10 minutes)
Day 2:
A.) Reading for the Gist: “Equal Rights for Women” by Shirley Chisholm (10 minutes)
B.) Text-Dependent Questions (25 minutes)
Day 3:
A.) Guided Practice: Analyzing Paragraph Structure (15 minutes)
B.) Annotating the Text of “Equal Rights for Women” by Shirley Chisholm (15 minutes)
Day 4:
A.) Jigsaw, Part I: Evaluating Evidence-based Claims (15 minutes)
B.) Jigsaw, Part II: Sharing Analysis of Evidence-based Claims (10 minutes)
Day 5:
A.) Chalk Talk: Questioning Texts, Perspective (18 minutes)
B.) Close Reading: Analayzing Conflicting Viewpoints (17 minutes) / You Do/After
Day 1:
Homework: Using a T-Chart, students are to:
A. Write about what you learned from the photographs about taking a stand.
B. Evaluate the advantages and disadvantages of learning about taking a stand by only looking at photographs.
Day 2:
A: Students will answer the prompt: Why is Shirley Chisholm taking a stand for women’s rights rather than African American rights? Use specific evidence rom the text to write a paragraph that answers this question.
Day 3:
A: Students will now add to their Frayer Model from Day 1 with more information.
Day 4:
A. Using the Summary Writing graphic organizer, write a summary paragraph of the speech.
Day 5:
A. Students will take their copy of “Equal Rights for Women” home with them and complete the vocabulary handout.
Agenda:
Daily Agenda related to day’s activities. / Anticipated Shortfalls:
I anticipate students will have difficulty with the writing portion of the assessment. This is why I wanted to spend a day reviewing and going over my expectations, so that students know exactly what is expected based upon the rubric.
Assessment
Taking a Stand: Frayer Model; paragraph; / Extra Practice:
~Honors class will read “A Long Walk to Water” and complete reading activity with it.
Literacy/Writing Strategies
~Students will annotate reading; students will write a well-constructed paragraph; teacher will read-aloud a the text to the students, but the students will refer to reading multiple times; frayer model for reading;
Period / 1 / 3 / 6 / 7 / Accommodations / Gap Reduction Strategies
I will ensure that students receive the appropriate accommodations needed, along with collaborating with special education staff to assist our students that need help.
# IEP / 7 / 0 / 1 / 1 / Extended time; prompting/cueing;
# 504 / 0 / 2 / 1 / 1 / Hearing; typing on lengthy assignments; extended time
#GT / 0 / 0 / 27 / 0 / Challenging extensions (relevant)
RTI / Reading Strategy:
Agenda:
Day 1: Speed-Reading
Day 2: Speed-Reading
Day 3: Evaluating Questions with Reading Prompts
Day 4: Evaluating Questions with Reading Prompts
Day 5: Independent Reading / Assessments:
Day 1: 1
Day 2: 10 question MC
Day 4: 10 question MC based upon Timed Reading
Day 5: 1 paragraph reflection
5th / Class: Journalism
Learning Target: I can publish a piece of writing.
Agenda:
Students will be in the lab putting the final touches on their articles for the “Weekly Wildcat.” This will be published on Friday. / Assessments:
Students will be scored based upon their article and whether or not it addresses the 5 W’s of writing.
Notes:
Successes:
Improvements: