MS. PRICE'S ELA WEBSITE - Welcome



Section A: Strategies & TasksCheck the appropriate box to indicate the inclusion of the task and/or strategies for the weekly lesson plan.STRATEGIES/TASKSYESNOSTRATEGIES/TASKSYESNOSTRATEGIES/TASKSYESNODCSD Unit Task FORMCHECKBOX FORMCHECKBOX Interdisciplinary Integration FORMCHECKBOX FORMCHECKBOX Differentiated Instruction FORMCHECKBOX FORMCHECKBOX GADOE Task/Activity/Resource FORMCHECKBOX FORMCHECKBOX Intervention Strategies FORMCHECKBOX FORMCHECKBOX 21st Century Learning Skills FORMCHECKBOX FORMCHECKBOX STEM/STEAM Integration FORMCHECKBOX FORMCHECKBOX Gifted-Extensions for Learning FORMCHECKBOX FORMCHECKBOX Research-Based Instructional Strategies FORMCHECKBOX FORMCHECKBOX Section B: Unit & Standards AlignmentProvide information that gives an overview of the weekly focus.School Name FORMTEXT Peachtree Charter Middle School Teacher/Co-Teacher/Para Name(s) FORMTEXT Anna Price Grade/Subject/Course FORMTEXT 6th Grade English Language Arts Week of:8/12-8/16Unit #, Name, and Pacing FORMTEXT Unit One, Coming of Age FOR THE WEEKPriority Standard(s)(Content specific) FORMTEXT :ELACC6RI2, ELACC6RL2, ELACC6RL4, ELACC6W1(a,b,c), ELACCRI5 Supporting Standard(s)(Content specific)Non-Content Standard(s)(WIDA, Interdisciplinary, Literacy)Essential Question(s)(Address philosophical foundations; contain multiple answers; provoke inquiry)What are the elements of plot? Why are the elements of plot necessary in a story?How might a story differ if it lacked any element of plot? Big Ideas(Concepts or principles central to the lesson that anchor all of the smaller ideas in a lesson)Point of View, Elements of Plot , using textual evidence to support ideasSection C: Instructional FrameworkIdentify the strategies from Section A that will be implemented within the daily instructional framework. List the specific strategies as provided on the strategy chart found at the end of the DCSD Instructional Planning Instrument.Daily Lesson Plan for MondayAssessment Evidence Note: A variety of formative assessments should be used at key points throughout the lesson.Learning Target/Success Criteria(What will students know and be able to do by the end of the lesson?)Students will have an understanding of the five elements of plot and will practice their knowledge of them by reading, Eleven” by Sandra Cisneros in the textbook. FORMTEXT ?????Pre-Instructional Activity(Sponge; bell-ringer; journal; allows attendance to be taken)Daily Grammar Practice: Parts of Speech FORMTEXT Informal question/answer throughout the lesson. Opening(ENGAGE)(Introduce the lesson; summarizes previous lesson; clarifies misconceptions)Binder setup day! Make sure that all required materials are in the classroom. Binder setup completion check Work Period(EXPLORE/EXPLAINEXTEND/ELABORATE)(Allows students to practice concept; assesses student learning)Discuss binder, 5 divider tabs, table of contents and DGP folder. Elements of Plot: foldable notesBinder setup completion check Closing(EVALUATE)(Summarizes lesson; ensures understanding; clarifies misconceptions)Questions on the binder or supplies? Why do we have each of these materials? How are they useful? FORMTEXT Informal question/answer throughout the lesson. Resources/Instructional Materials(What do I need in order to teach the lesson?) FORMTEXT Promethium board, internet access, whiteboardDaily Lesson Plan for TuesdayAssessment Evidence Learning Target/Success CriteriaStudents will know and be able to identify the elements of plot in a narrative. FORMTEXT Informal question/answer throughout the lesson. Pre-Instructional Activity FORMTEXT Daily Grammar Practice: Sentence Parts FORMTEXT Informal question/answer throughout the lesson. Opening(ENGAGE)Continue Elements of Plot: foldable notes. FORMTEXT Informal question/answer throughout the lesson. Work Period(EXPLORE/EXPLAINEXTEND/ELABORATE)Watch Pixar short, “Lifted.”Complete plot diagram Plot diagram handout and informal questioning. Closing(EVALUATE)Review the plot diagram and collect handout. Plot diagram handout. Resources/Instructional Materials FORMTEXT Promethium board, internet access, whiteboardDaily Lesson Plan for WednesdayAssessment Evidence Learning Target/Success CriteriaStudents will know and be able to identify the elements of plot in a narrative. FORMTEXT Informal question/answer throughout the lesson. Pre-Instructional ActivityDaily Grammar Practice: Clauses/Type and Purpose FORMTEXT Informal question/answer throughout the lesson. Opening(ENGAGE)Play “How old am I?” to setup the story, “Eleven” Participation and engagement Work Period(EXPLORE/EXPLAINEXTEND/ELABORATE)Elements of Plot: read “Eleven” by Sandra Cisneros in the textbook. As we read, students will fill in a plot diagram independently. FORMTEXT Informal question/answer throughout the lesson. Closing(EVALUATE)Based on what we have read, what elements of plot have we been introduced to in the story? FORMTEXT Informal question/answer throughout the lesson. Resources/Instructional Materials FORMTEXT Promethium board, internet access, whiteboardDaily Lesson Plan for ThursdayAssessment Evidence Learning Target/Success CriteriaStudents will know and be able to identify the elements of plot in a narrative.Plot diagram Pre-Instructional ActivityDaily Grammar Practice: Capitalization and Punctuation FORMTEXT Informal question/answer throughout the lesson. Opening(ENGAGE)Discuss plot diagram for “Eleven.” FORMTEXT Informal question/answer throughout the lesson. Work Period(EXPLORE/EXPLAINEXTEND/ELABORATE)Finish reading, “Eleven.” Introduce the frame poem assignment (as Rachel). FORMTEXT Informal question/answer throughout the lesson. Closing(EVALUATE)Discuss the point of view of this story. How will this affect the tone of the frame poem? FORMTEXT Informal question/answer throughout the lesson. Resources/Instructional Materials FORMTEXT Promethium board, internet access, whiteboardDaily Lesson Plan for FridayAssessment Evidence Learning Target/Success CriteriaStudents will know and be able to identify the elements of plot in a narrative.Pre-Instructional ActivityDaily Grammar Practice: Diagram Opening(ENGAGE)Discuss some character traits of the story’s narrator. Use text evidence to support those ideas. Informal question/answer throughout the lesson. Participation. Work Period(EXPLORE/EXPLAINEXTEND/ELABORATE)Frame Poem assignment (as Rachel) handout. Introduce frame poem “What Age am I?” project and rubric. Frame poem handout completion. Closing(EVALUATE)Questions? Informal question/answer throughout the lesson.Resources/Instructional Materials FORMTEXT Promethium board, internet access, whiteboardThis page is for informational purposes only as lesson plans are developed. Do not attach this page to the weekly lesson plan.Section D: Strategy ChartResearch-Based Instructional Strategies(weekly strategies chosen to guide teaching and learning)OpeningWork PeriodClosingActivate Prior KnowledgeProvide FeedbackQuestioning (Raises questions)Scaffold InstructionClarify Previous LessonCreate InterestPhenomenonOther…Facilitate LearningDemonstrate/ModelAcademic DiscussionsHigh-level QuestioningCooperative LearningIndependent LearningInterdisciplinary WritingExplain/Apply/Extend concepts and skillsGenerating and Testing HypothesesOther...Summarize LessonsAllow students to assess their own learningProvide Alternative ExplanationsQuick WriteRespond to Essential Questions3-2-1/K-W-LOther…21st Century Learning Skills(weekly strategies chosen to guide student engagement)Teamwork and CollaborationInitiative and LeadershipCuriosity and ImaginationInnovation and CreativityCritical Thinking and Problem SolvingFlexibility and AdaptabilityAccessing and Analyzing InformationEffective Oral and Written CommunicationOther…Intervention StrategiesIntervention Strategies(Tiers 1, 2, 3)Additional Support in ClassroomSpecially Designed Instruction for Exceptional Education StudentsStrategies for English Language LearnersRe-VoicingExplainingPrompting for ParticipationChallenging or counteringAsking “Why?” or “How?”RereadPractice new academic vocabularyAssistive technologyPre-teach & re-teach in a different wayUse of manipulativesCollaborative workCreate differentiated text setsConferencingAdditional timeSmall group collaborationModify quantity of workTake student’s dictationScaffold informationDifferentiated (content/process/product)Consistent reward systemRefer to students’ IEP or 504 planAssistive technologyVisuals/RealiaFront-loadingEchoing/Choral responseColor-codingMultiple exposures in different mediaPair-shareModelingLanguage scaffolds: example: sentence framesDeconstruct complex sentencesIncrease student-to-student talkStrategies vocabulary instructionAdditional think timeGiftedExtensions for LearningTier 1Tier 2Tier 3Tier 4Flexible-Learning GroupsChoice of BooksHomework OptionsUse of Reading BuddiesVarious Journal PromptsStudent/Teacher Goal SettingVaried Pacing with Anchor OptionsWork Alone or TogetherFlexible SeatingVaried ScaffoldingVaried Computer ProgramsDesign-A-DayVaried Supplemental MaterialsComputer MentorsThink-Pair-ShareOpen-ended ActivitiesExplorations by InterestOptions for CompetitionGifted Edu. Cluster ClassesGifted Edu. Collaboration ClassesTiered Activities and ProductsUse of Literature ClubsMultiple Testing OptionsMultiple TextsAlternative AssessmentsSubject Advancement within classCurriculum CompactingTiered CentersSpelling by ReadinessVarying OrganizersCommunity MentorshipsStationsGroup InvestigationsAssess Students in Multiple WaysStudent ChoiceSimulationsAdvanced Content (all core content)Resource ClassesIndependent/Directed StudySocratic SeminarsAbove grade level accelerated (all core content)Advanced Placement ClassesInternational Baccalaureate ClassesInternshipsMentorshipsAssessment Evidence(Formative)Analyzing Student WorkRound Robin ChartsStrategic Questioning3-Way SummariesThink-Pair-Share3-2-1 CountdownClassroom PollsExit/Admit TicketsOne-Minute PaperMetacognition TableFour CornersSelf-EvaluationStop and GoClasswork Trade/Peer ReviewLearning LogsDocument Observations ................
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