|
|||||
ELAGSE9-10W5: Develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, f focusing on addressing what is most significant for
a specific purpose and audience. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grades 9–10.)
|
|||||
Learning Target(s):
|
|||||
Learning Target: Students will
synthesize their knowledge of Canto 34 and Julius Caesar on the common a
theme – betrayal.
|
|||||
Opening Session
|
|||||
Warm Up: Go over the rubric
|
Activator: https://www.youtube.com/watch?v=nJfDA3sYtpE
https://www.youtube.com/watch?v=G4k_o6dKBgY
|
||||
Remediation
Activity – Provide essay template.
|
|||||
Work
Session
|
|||||
Read
Canto 34 and fill out Plot Graph
Start
essay assignment.
|
|||||
Closing
Session
|
|||||
Positive Reinforcement of behavior enjoying movie
relevant to Dante’s Inferno.
|
|||||
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 groups.
|
|||
Delivery
|
|
Discussion, Opinion, Evidence and
examples. Written and oral. Student pairs.
|
Thursday, May 19, 2016
Persuasive Essay
Wednesday, May 18, 2016
Bottom of Hell and Betrayal
ELAGSE9-10W5: Develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, f focusing on addressing what is most significant for
a specific purpose and audience. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grades 9–10.)
|
|||||
Learning Target(s):
|
|||||
Learning Target: Students will
synthesize their knowledge of Canto 34 and Julius Caesar on the common a
theme – betrayal.
|
|||||
Opening Session
|
|||||
Warm Up: Go over the rubric
|
|
||||
Remediation
Activity – Review Julius Caesar
|
|||||
Work
Session
|
|||||
Read
Canto 34 and fill out Plot Graph
Start
essay assignment.
|
|||||
Closing
Session
|
|||||
Positive Reinforcement of behavior enjoying movie
relevant to Dante’s Inferno.
|
|||||
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 groups.
|
|||
Delivery
|
|
Discussion, Opinion, Evidence and
examples. Written and oral. Student pairs.
|
Tuesday, May 17, 2016
Dangers of Love Canto V Dante's Inferno
|
|||||
|
|||||
Learning Target(s):
|
|||||
Learning Target: Students will synthesize
their knowledge of Canto V of Dante’s Inferno.
|
|||||
Opening Session
|
|||||
Warm Up: Go over the rubric
|
Activator: https://www.google.com/search?q=papa+don%27t+preach&oq=papa+don%27t+preach&aqs=chrome..69i57.7512j0j4&sourceid=chrome&ie=UTF-8
|
||||
Remediation
Activity – Go back over allusions if necessary.
|
|||||
Work
Session
|
|||||
Read
Canto V and annotate with post it notes.
Students
will synthesize their knowledge of Dante’s Inferno.
|
|||||
Closing
Session
|
|||||
Positive Reinforcement of Behavior enjoying movie
relevant to Dante’s Inferno.
|
|||||
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 groups.
|
|||
Delivery
|
|
Discussion, Opinion, Evidence and
examples. Written and oral. Student pairs.
|
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