Thursday, April 14, 2016

Character Traits Julius Caesar


Standard: 
 ELAGSE9-10RI10: By the end of grade 9, read and comprehend literary nonfiction in the
grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.

ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELAGSE9-10W5: Develop and
Learning Target(s):
Learning Target: Students will Students will continue reading Julius Caesar and use strategies to define vocabulary words in the text.
Opening Session
Warm Up: (Optional)

Activator: Character Traits Video
https://www.youtube.com/watch?v=-ZnD0AGqQ7I
Remediation Activity – Translate funeral oration with class.
Work Session
Continue reading Julius Caesar Act III
Students will identify character traits

Closing Session

Ticket out the Door:
What did you find hard about the assignment? What did you find easy about the assignment.
Assessment Strategies
Data Collection – Assessment for Data Team – data from Metamorphosis Test. Observation of progress on translating.

Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation
X
Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content

Simplified. Use of extensive scaffolding. Highlighting. Explanation of vocabulary. Thinking maps – Bubble Map. Posters
Process

Flexible Grouping, slow down content, Assess responses. Move about room. Discuss responses.
Product

Rising Action Graph
Methods to Differentiation
X
Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest

Relevance – to history and contemporary events. Template – student choice.
Readiness

Go over reading materials; remediation, posters. Leveled materials. Flexible grouping
Learning Style

Visual, Intra- and Interpersonal, use of visuals –video, Groups. Kinesthetic movement, highlighters
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and
To ensure access of the student to the general curriculum.
Methods to Specialization
X
Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content

Visuals –pictures, Video, Group activity, Map, poster-sized materials. Material made for student individual needs. Pre-assessed weaknesses,
Highlighted materials. Movie- Julius Caesar- 1953.
Methodology

Highlighters – color coded, kinesthetic and visuals, graphic organizers, flexible grouping activity, art activity, remediation of skills, focus on goals and objectives –kinesthetic, Higher order questioning, Summary of work, List of Character Names w/ description for major works, Template
Delivery

Discussion, Opinion, Evidence and examples. Written and oral. Student pairs.

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