Standard(s):
|
|||
|
|||
Learning Target(s):
|
|||
Learning Target: Students will describe how a work of literature is
reflected in history.
|
|||
Opening Session
|
|||
Warm Up: (Optional)
Irony Remediation
|
Activator: (Required)
Beginning of
Animal Farm
Agree/Disagree
|
||
Agree Disabree
|
|||
Work
Session
|
|||
Identify character activity.
Go over questions.
Students take turns reading.
Identify character trait with evidence.
|
|||
Closing
Session
|
|||
Ticket Out
the Door- Character Examples
|
|||
Assessment
Strategies
|
|||
Responses to group questions.
Reader response.
|
|||
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.
|
|
Process
|
|
Flexible Grouping – Agree disagree, visuals, slow
down content
|
|
Product
|
|
Student Choice, student work
|
|
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 – history politics Osborne, and the real world
|
|
Readiness
|
|
Students read through it with teacher.
Preparation for novel.
|
|
Learning
Style
|
|
Visual, Intra- and Interpersonal, use of visuals
-video, kinesthetic/agree disagree
|
|
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
|
|
Methodology
|
|
Highlighters
– color coded, kinesthetic and visuals,
|
|
Delivery
|
|
Vocabulary
defining Scaffolding highlighters Remediate irony! Questions to check
understanding
|
Friday, January 29, 2016
Thursday, January 28, 2016
Start Animal Farm
|
|||
Learning Target(s):
|
|||
Learning Target: Students will describe how a work of literature is
reflected in history.
|
|||
Opening Session
|
|||
Warm Up: (Optional)
Irony Remediation
|
Activator: (Required)
https://www.youtube.com/watch?v=tqg6RO8c_W0
|
||
Brainstorm -- Revolutions
|
|||
Work
Session
|
|||
Identify character activity.
Go over questions.
Students take turns reading.
Identify character trait with evidence.
|
|||
Closing
Session
|
|||
Ticket Out
the Door- Irony examples
|
|||
Assessment
Strategies
|
|||
Responses to group questions.
Reader response.
|
|||
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.
|
|
Process
|
|
Flexible Grouping – Agree disagree, visuals, slow
down content
|
|
Product
|
|
Student Choice, student work
|
|
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 – history politics Osborne, and the real world
|
|
Readiness
|
|
Students read through it with teacher.
Preparation for novel.
|
|
Learning
Style
|
|
Visual, Intra- and Interpersonal, use of visuals,
kinesthetic
|
|
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,
|
|
Methodology
|
|
Highlighters
– color coded, kinesthetic and visuals, Metacognitive strategies.
|
|
Delivery
|
|
Vocabulary defining
Scaffolding highlighters Remediate irony!
|
|
Wednesday, January 27, 2016
REVOLUTION!
Teacher’s Name: Eric W. Carlson
|
Date: 1/27/16
|
Course:: World Literature
|
Periods: 2nd Accommodations,
4th
|
R.L. Osborne High
School
Daily Lesson Plan
Standard(s):
|
|||
|
|||
Learning Target(s):
|
|||
Learning Target: Students will describe how a work of literature is
reflected in history.
|
|||
Opening Session
|
|||
Warm Up: (Optional)
|
Activator: (Required)
Revolution –Beatles
Agree Disagree
-Revolutions
|
||
Brainstorm -- Revolutions
|
|||
Work
Session
|
|||
Highlight Notes
Complete Double Bubble
Start Reading
|
|||
Closing
Session
|
|||
Ticket Out
the Door- Differentiated activity
|
|||
Assessment
Strategies
|
|||
Responses to group questions.
Reader response.
|
|||
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.
|
|
Process
|
|
Flexible Grouping – Agree disagree, visuals, slow
down content
|
|
Product
|
|
Student Choice, student work
|
|
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 – history politics Osborne, and the real world
|
|
Readiness
|
|
Students read through it with teacher. Preparation
for novel.
|
|
Learning
Style
|
|
Visual, Intra- and Interpersonal, use of visuals,
kinesthetic
|
|
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,
|
|
Methodology
|
|
Highlighters
– color coded, kinesthetic and visuals, Metacognitive strategies.
|
|
Delivery
|
|
Vocabulary
defining Scaffolding highlighers
|
|
Tuesday, January 26, 2016
White Man's Burden Poetry Analysis
Standard(s):
|
|||
|
|||
Learning Target(s):
|
|||
Learning Target: Students will analyze imperialism in Rudyard Kipling’s “White
Man’s Burden”
|
|||
Opening Session
|
|||
Warm Up: (Optional)
Go over vocabulary
|
Activator: (Required)
Thug Notes Animal
Farm Video
|
||
|
|||
Work
Session
|
|||
Group Work -- Analyze “White Man’s
Burden”
Go over results
|
|||
Closing
Session
|
|||
Ticket Out
the Door- Differentiated activity
|
|||
Assessment
Strategies
|
|||
Responses to group questions.
Reader response.
|
|||
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.
|
|
Process
|
|
Flexible Grouping – Gallery walk, visuals, slow
down content
|
|
Product
|
|
Student Choice, student work
|
|
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 – at Osborne, and the real world
|
|
Readiness
|
|
Students read through it with teacher. Make sure
they understan
|
|
Learning Style
|
|
Visual, Intra- and Interpersonal, use of visuals,
kinesthetic
|
|
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,
|
|
Methodology
|
|
Highlighters
– color coded, kinesthetic and visuals, Metacognitive strategies.
|
|
Delivery
|
|
Vocabulary
defining Scaffolding highlighers
|
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