ORRAJ



ORRAJ SAMPLE LESSON PLAN #1Date: 4/8/2014Unit: (#3—Edge textbook) Do we find or create our true selves?Grade Level: 9th – 12th Lesson: Past tense of “to be” and “to have” (grammar); “Heartbeat” by David Yoo (reading)Goals/Aims/ObjectivesStandards Students will select the correct forms of the past tense for the verbs “to be” and “to have” with 80% accuracy Students will analyze elements of the story “Heartbeat” in order to make inferences regarding the author’s self-image with 80% accuracyExtended Evidence Outcomes (EEOs)—State of ColoradoStandard #2: Reading for all purposes12th Grade: Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Read and comprehend adapted 12th grade content specific text11th Grade: Complex literary texts require critical reading approaches to effectively interpret and evaluate meaningRead and comprehend adapted 11th Literature10th Grade: Literary and historical influences determine the meaning of traditional and contemporary literary textsRead and comprehend adapted 10th grade literature9th Grade: Increasingly complex literary elements in traditional and contemporary works of literature require scrutiny and comparisonIdentify the main idea and 1 - 2 supporting details from a simple piece of adapted 9th grade Literature. Body of Lesson: OpeningJournal prompt (daily writing exercise—choose one): I feel really good about myself when . . .Having?strong self-esteem is important because . . .I would rather be a hammer than a nail because . . .Review lesson objectives with studentsStudents will select the correct forms of the past tense for the verbs “to be” and “to have”Students will analyze elements of the story “Heartbeat” in order to make inferences regarding the author’s self-imageActivitiesDistribute charts (2 pages) showing the past and present tenses of “to be” and “to have.” Distribute a Promethean “clicker” to each student. Have each student register the clicker under his/her name. Conduct “Grammar Flash” exercise with students; have them select answer (“a,” “b,” or “c”) that correctly completes each sentence. Review class results with the students and confirm with them the correct answer for each sentence. Graphic organizers/worksheets showing exercise content can be distributed to students who require the additional assistance.Distribute a copy of the Edge textbook to each student. Direct students to open textbooks to page 181 (also write the page # on the whiteboard). Discuss the photo of the author that appears on page 181. Then read the short story beginning on page 182. Have the students take turns reading portions of the story; the teacher can also read (or re-read) portions of the story to add variety and desired emphasis. New vocabulary words will be highlighted and discussed as the story progresses. The teacher also will pose questions after every few sentences or paragraphs to confirm student comprehension and encourage students to make inferences regarding the author’s state of mind and the consequences of his actions. Closing Exit ticket: Distribute one index card to each student. Instruct students to create/write two sentences. They are to use the past tense of “to be” in one sentence and use the past tense of “to have” in the other.How will the learning be assessed?State specifically the evidence found in your assessment of student work that documents successful progress toward your goals and the standards.Student journals will be examined to assess the quality and accuracy of their writingThe results of the flipchart exercise from the Promethean board will be tallied and documented to track the performance of each student. ActiveInspire will do this automatically as long as each “clicker” is registered to an individual studentThe teacher will monitor student responses to the questions posed during the reading exercise in order to evaluate student comprehension of the contentExit tickets will be reviewed to determine that each student complied with instructions as well as to assess the quality and accuracy of each student’s workAccommodations Will be provided to students as stipulated in their IEPs Teacher and paraprofessional(s) will provide extra time and assistance to students with special needsResources/MaterialsPens/pencilsIndividual student journals (for writing exercise)Promethean boardDesktop computer or laptopProjectorActivInspire software/programIndividual Promethean board “clickers” for students (20)“Grammar Flash” flipchart (for grammar exercise)Charts and graphic organizers/worksheets to accompany “Grammar Flash” exerciseEdge Reading, Writing, and Language textbooks (Hampton-Brown--Level “A” Intermediate, 20) Index cards (one for each student) ................
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