Angels without a Cause

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)  ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
Learning Target(s):
Learning Target: Students will scaffold understanding of Dante’s Inferno.
Opening Session
Warm Up: Allusions Practice			Activator: song Dante Inferno https://www.youtube.com/watch?v=4LYC7Huhp7Q
Remediation Activity – Go back over allusions if necessary.
Work Session
Close Reading of Canto I and III Gates of Hell Group Poster Activity Present results.
Closing Session
Go over student’s results.
Assessment Strategies
Data Collection – Assessment for Data Team – data from Julius Caesar Test. Observation of progress on translating. Formative Test: Julius Caesar
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. Agree Disagree
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. Use of Science Fiction to Differentiate and see from another perspective.
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, Group work
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, Use of post-it notes. Remind students of personal objectives. Flexible group.
Delivery		Discussion, Opinion, Evidence and examples. Written and oral. Student pairs.