Moss Point High School



202184017145Capt. Walter E. Clarke MS Instructional Lesson Plan00Capt. Walter E. Clarke MS Instructional Lesson PlanTeacher:Chiszar, Milner, Priego, Velarde, Vicencio, Week: 11/4 -11/8Subject: Grade:6th Grade ELAR Verified by:Date:MondayObjective: Holiday-Veterans DayMods/Enrichment: Summative Assessment:TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) COOPERATIVE LEARNINGStructures: All Write RoundRobin C-Scope UACarousel Feedback4 Wk. ExamResources/Materials:Inside-Outside Circle9 Wk. ExamJot ThoughtsSpringBoardEmb. Assmt.Mix-Pair-SharePairs CompareOther:Quiz-Quiz-TradeFormative Assessment:Classroom Procedures:RallyRobin/TableRoundRobin/TableStand Up-Hand Up-Pair UpActive VoteHolidayTimed-Pair-ShareQuizOther(s):ObservationInterpersonalAcademicExit Tkt.CBKBCoop LearningTB PLPoll/SurveySS Proc. InfoOther:CSPres. InfoTuesdayObjective: Students are expected to explain how authors create meaning through stylistic elements emphasizing the use of imager in poetry. Mods/Enrichment: Support & monitor comprehension, working in small groups, mixed ability grouping, pair students with advanced peers, model strategies while guiding students, one to one, preferential seating Summative Assessment:TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) COOPERATIVE LEARNING6..8 (A) Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole and refrains.Structures: All Write RoundRobin C-Scope UACarousel Feedback4 Wk. ExamResources/Materials:Inside-Outside Circle9 Wk. ExamReading notebooks, Poem "Oranges" by Gary Soto (Literature Book), Oranges, Graphic Organizer (Vocabulary-Frayre Model)Jot ThoughtsSpringBoardEmb. Assmt.Mix-Pair-Share Pairs CompareOther:Quiz-Quiz-TradeFormative Assessment:Classroom Procedures:RallyRobin/Table-Rally Coach xRoundRobin/TableStand Up-Hand Up-Pair UpActive VoteBell Ringer: DOLOpening activity: Teacher will blindfold 3 students and have the students smell, touch and feel an orange peel. The teacher will model this activity to demonstrate to the students on how your senses help you connect to your and memory and knowledge. Vocabulary word introduction. (Frayre Model)Teacher will read poem “Oranges” and have the students identify the imagery from the poem and discuss why imagery is important to the poem. Closing Activity: Insert method. Timed-Pair-ShareQuizOther(s):ObservationxInterpersonalAcademicExit Tkt.CBKBxCoop LearningxTBXPLPoll/SurveySSXProc. InfoOther:CSPres. InfoWednesdayObjective: Students are expected to explain how figurative language (personification) contribute to the meaning of a poem. Mods/Enrichment: Support & monitor comprehension, working in small groups, mixed ability grouping, pair students with advanced peers, model strategies while guiding students, one to one, preferential seating Summative Assessment:TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) COOPERATIVE LEARNING6.4 (A) explain how figurative language (e.g. personification) contributes to the meaning of a poem (S); 6.4 Fig 19D make inferences about text and use textual evidence to support understanding (poetry) evidence to support understanding (Literary Nonfiction, Poetry,Drama)Structures: All Write RoundRobin C-Scope UACarousel Feedback4 Wk. ExamResources/Materials:Inside-Outside Circle9 Wk. ExamPower point, reading notebook, Personification Poem “Thoughts of a Backpack” (Scholastic), graphic organizerJot ThoughtsSpringBoardEmb. Assmt.Mix-Pair-SharePairs CompareOther:Quiz-Quiz-TradeFormative Assessment:Classroom Procedures:RallyRobin/TableRoundRobin/Table XStand Up-Hand Up-Pair UpActive VoteBell Ringer: Reading ActivityActivate prior knowledge of personification. Teacher will introduce poem and discuss any words that might be difficult for the students to understand. Teacher will read “Thoughts of a Backpack” aloud to the students while they follow along.Each group will discuss the backpack’s mood at the beginning and end of poem. Each group will be provided with a set of index cards on their desks with questions stems associated to the poem. Students will answer questions and provide textual evidence as a group. Reporter from each group will report to the class their groups’ answers with their textual evidence. (Kagan Structure)Students will write a short personification poem. Students will complete a graphic organizer by scaffolding their ideas. Teacher will guide students on developing a poem based on the information provided on the student’s graphic organizer. Closing Activity: Students will complete personification poem. Timed-Pair-Share QuizOther(s):ObservationxInterpersonalAcademicExit Tkt.xCBKB xCoop LearningxTB xPLPoll/SurveySS xProc. InfoOther:CSPres. InfoThursdayObjective: Students are expected to explain how figurative language (metaphors, similes,) contribute to the meaning of a poemMods/Enrichment: preferred seating, self-directed, teacher guidance, note taking assistance Summative Assessment:TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) `COOPERATIVE LEARNING(6.4 (A) students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding (R), 6.8 (A) explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole and refrains.Structures: All Write RoundRobinC-Scope UACarousel Feedback4 Wk. Exam Resources/Materials:Inside-Outside Circle9 Wk. ExamReading notebooks, Poem "You're a Mean One Mr. Grinch" - Internet and Youtube, sentence stripsJot ThoughtsSpringBoardEmb. Assmt.Mix-Pair-SharePairs CompareOther:Quiz-Quiz-TradeFormative Assessment:Classroom Procedures:RallyRobin/Table xRoundRobin/TableStand Up-Hand Up-Pair UpActive VoteBell Ringer: DOLActivate prior knowledge on similes and metaphorsTeacher will stimulate discussion by asking: What are some ways authors write to make their details more vivid? What are some good describing words to describe a (list something)? Teacher will Read and display the introductory poem and YouTube video.Students will identify similes and metaphors and what is being compared.Within their groups students will change the similes to metaphors and the metaphors to similes. Each student will be assigned a different role. Each student will create their own simile and metaphor sentence. Closing Activity: Insert method. QuizOther(s):ObservationInterpersonalAcademicExit Tkt.xCBKB Coop LearningxTB xPLPoll/SurveySS xProc. InfoOther:CSPres. InfoFridayObjective: Students will complete 4 week common assessment. Mods/Enrichment: Support & monitor comprehension, working in small groups, mixed ability grouping, pair students with advanced peers, model strategies while guiding students, one to one, preferential seating Summative Assessment:TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) COOPERATIVE LEARNING6.4 (A) students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding (R), 6.8 (A) explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole and refrains.Structures: All Write RoundRobinC-Scope UACarousel Feedback4 Wk. Exam XResources/Materials:Inside-Outside Circle9 Wk. Exam4 Week Common AssessmentJot ThoughtsSpringBoardEmb. Assmt.Mix-Pair-SharePairs Compare Other:Quiz-Quiz-TradeFormative Assessment:Classroom Procedures:RallyRobin/TableRoundRobin/Table Stand Up-Hand Up-Pair UpActive VoteBell ringer: Reading ActivityStudents will complete 4 week Common AssessmentTimed-Pair-ShareQuizOther(s):ObservationInterpersonalAcademicExit Tkt.CBKBCoop LearningTB PLPoll/SurveySS Proc. InfoOther:CSPres. Info ................
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