KEEP IN MIND WHEN PLANNING INSTRUCTION:



TEACHERWilsonSWIFT CREEK MIDDLE SCHOOL WEEKLY LESSON PLANS2100 Pedrick RoadTallahassee, FL 32317COURSELanguage Arts, Bridge to APPERIOD(S)?1WEEK BEGINNING?August 25, 2014 KEEP IN MIND WHEN PLANNING INSTRUCTION:RIGORSTUDENT ENGAGEMENTOPPORTUNITIES TO EXPLORE GROUP PRACTICEINDIVIDUAL PRACTICEUSE OF TIMESTANDARDSLAFS.6.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ESSENTIAL QUESTIONHow do a character’s decisions drive plot?OBJECTIVE(S)Students will be able to describe characters and setting and make inferences in the context of a short story.PROCEDURES AND INSTRUCTIONAL STRATEGIES5 min: Go over tabs for binder: Bell-ringers; Vocabulary; Notes; HMH Assignments; Returned. Students should fill out their binder accordingly.15 min: Go over the correct answers to the scavenger hunt via class discussion. Students will correct any incorrect answers as this scavenger hunt will serve as a glossary of their own.30 min: Students will have the remainder of the period to use the provided study guide to prepare for the summer reading test this Friday.ACCOMODATIONS (IF NECESSARY)Accommodations – ESE / ESOL /504:?? 1. Daily agenda and assignments on board?2. Oral and written notes & directions?? 3.Structured schedule for assignment completion?4. Extended time on tests and class work if needed?? 5.? Planner signed daily if needed?? 6.Flexible format for responses?? 7. Retakes of tests/quizzes to show mastery of skill 8. Outlines & notes provided if needed 9.? Other accommodations as listed on IEP or 504ASSESSMENT AND HOMEWORKHomework: Prepare for test on summer reading FridayKEEP IN MIND WHEN PLANNING INSTRUCTION:RIGORSTUDENT ENGAGEMENTOPPORTUNITIES TO EXPLORE GROUP PRACTICEINDIVIDUAL PRACTICEUSE OF TIMESTANDARDSLAFS.6.RL.1.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. ESSENTIAL QUESTIONHow does fear affect the brain and body?OBJECTIVE(S)Students will be able to describe characters and setting and make inferences in the context of a short story.PROCEDURES AND INSTRUCTIONAL STRATEGIES5 min: Instruct students on how to properly complete bell-work, providing them with the rubric for success. Students are to turn to the bell-work tab in their binder, date the entry and title, and respond to the prompt.5 min: Bell-ringer: What is fear? Describe a few you currently have. Your response should be at least five sentences long.3 min: Instruct students to open the Collections textbook to page 1. Ask a student to read the quote: “Do one thing every day that scares you”- Theodore Roosevelt. Ask students to predict what the collection will be about, based on the quote and picture.2 min: Have students turn to page 2. Read aloud and discuss the Performance Task Preview. Ask students why it is so important to include this prior to the first story.7 min: Correctly annunciate each of the academic vocabulary words. Then call on a student to read the definition. Finally, call on a student to use the word correctly in a sentence. After going through each definition, have students record the word, part of speech, and definition into the vocabulary tab in their binder.3 min: Have students read the information about the author. Explain that Salisbury’s work focuses on the need to make choices in life and how many young people struggle with this need wherever they may group. Making choices can be confusing and even frightening; Salisbury feels that as a writer he has a responsibility to explore these issues with readers through the authentic experiences and characters he creates.25 min: Students will complete a “cold read” of “The Ravine” by Graham Salisbury. As they read, though, students are to respond to the Setting a Purpose prompt in their notes section: As you read, pay attention to how a tragic event affects Vinny. Write down any questions you have while reading.ACCOMODATIONS (IF NECESSARY) Accommodations – ESE / ESOL /504:?1. Daily agenda and assignments on board?2. Oral and written notes & directions?? 3.Structured schedule for assignment completion?4. Extended time on tests and class work if needed?? 5.? Planner signed daily if needed?? 6.Flexible format for responses?? 7. Retakes of tests/quizzes to show mastery of skill 8. Outlines & notes provided if needed 9.? Other accommodations as listed on IEP or 504? ASSESSMENT AND HOMEWORKHomework: Prepare for test on summer reading FridayKEEP IN MIND WHEN PLANNING INSTRUCTION:RIGORSTUDENT ENGAGEMENTOPPORTUNITIES TO EXPLORE GROUP PRACTICEINDIVIDUAL PRACTICEUSE OF TIMESTANDARDSLAFS.6.RL.1.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. ESSENTIAL QUESTIONHow does fear affect the brain and body?OBJECTIVE(S)Students will be able to describe characters and setting and make inferences in the context of a short story.PROCEDURES AND INSTRUCTIONAL STRATEGIES7 min: On the provided sheet, students are to record the eight vocabulary words for “The Ravine”43 min: Students will work with their tablegroups to reread “The Ravine” and answer a series of questions regarding the plot and setting of the short story. These questions are the same as those in the teacher wrap. Students will be looking to specific line numbers to answer the questions. ACCOMODATIONS (IF NECESSARY)Accommodations – ESE / ESOL /504:?? 1. Daily agenda and assignments on board?2. Oral and written notes & directions?? 3.Structured schedule for assignment completion?4. Extended time on tests and class work if needed?? 5.? Planner signed daily if needed?? 6.Flexible format for responses?? 7. Retakes of tests/quizzes to show mastery of skill 8. Outlines & notes provided if needed 9.? Other accommodations as listed on IEP or 504ASSESSMENT AND HOMEWORKHomework: Prepare for test on summer reading FridayKEEP IN MIND WHEN PLANNING INSTRUCTION:RIGORSTUDENT ENGAGEMENTOPPORTUNITIES TO EXPLORE GROUP PRACTICEINDIVIDUAL PRACTICEUSE OF TIMESTANDARDSLAFS.6.RL.1.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. ESSENTIAL QUESTIONHow does fear affect the brain and body?OBJECTIVE(S)Students will be able to describe characters and setting and make inferences in the context of a short story.PROCEDURES AND INSTRUCTIONAL STRATEGIES5 min: Bell-ringer: Why is it important to follow your heart rather than blindly follow what others do? Have you ever had to refuse to do something even though everyone else was doing it?30 min: Students will continue to work with their table groups to reread “The Ravine” and finishing answering the questions regarding the plot and setting of the short story. These questions are the same as those in the teacher wrap. Students will be looking to specific line numbers to answer the questions. 15 min: Students will answer the Critical Vocabulary and Vocabulary Strategy: Using Context Clues.ACCOMODATIONS (IF NECESSARY)Accommodations – ESE / ESOL /504:?? 1. Daily agenda and assignments on board?2. Oral and written notes & directions?? 3.Structured schedule for assignment completion?4. Extended time on tests and class work if needed?? 5.? Planner signed daily if needed?? 6.Flexible format for responses?? 7. Retakes of tests/quizzes to show mastery of skill 8. Outlines & notes provided if needed 9.? Other accommodations as listed on IEP or 504ASSESSMENT AND HOMEWORKN/AKEEP IN MIND WHEN PLANNING INSTRUCTION:RIGORSTUDENT ENGAGEMENTOPPORTUNITIES TO EXPLORE GROUP PRACTICEINDIVIDUAL PRACTICEUSE OF TIMESTANDARDS LAFS.6.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ESSENTIAL QUESTIONHow does fear affect the brain and body?OBJECTIVE(S)Students will be able to describe characters and setting and make inferences in the context of a short story.PROCEDURES AND INSTRUCTIONAL STRATEGIES50 min: Take test on A Wrinkle in Time. Upon finishing, students are to reread “The Ravine.” ACCOMODATIONS (IF NECESSARY)Accommodations – ESE / ESOL /504:??1. Daily agenda and assignments on board?2. Oral and written notes & directions?? 3.Structured schedule for assignment completion?4. Extended time on tests and class work if needed?? 5.? Planner signed daily if needed?? 6.Flexible format for responses?? 7. Retakes of tests/quizzes to show mastery of skill 8. Outlines & notes provided if needed 9.? Other accommodations as listed on IEP or 504 ASSESSMENT AND HOMEWORKN/ATHIS SPACE RESERVED FOR:Research, Lesson Plan reflections, changes you may employ the next time you teach a concept, and successes and difficulties experienced by students.Consider these resources when planning:Webb’s Depth of KnowledgeRevised Bloom’s TaxonomyRigor/Relevance FrameworkNGSSSREFLECTIONS ON TEACHING LEARNINGPutting such emphasis on my rules and procedures has seemingly paid off as my second year teaching is going much better compared to last year. We really got into the new textbook this week. I found that the students were really into the theme for collection 1, facing fears. The stories are high interest which is evident by the students’ reactions to the story. ................
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