What is Utopia?

R.L. Osborne High School

Daily Lesson Plan

Standard(s):
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; activelyincorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Learning Target(s):
Learning Target: Students will use scaffolding in order to identify Utopia.
Opening Session
Warm Up: (Optional) Go over Ch. 2 Questions			Activator: (Required) https://www.youtube.com/watch?v=peSpUDMcGR8 Bill and Ted Bogus Journey Beginning
Work Session
Students will work in groups to identify their own Utopia.
Closing Session
Ticket Out the Door- Applying Utopia.
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 – Video to explain, 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		Main idea review based on goals and objectives.
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, Group activity
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers
Delivery		Vocabulary defining Scaffolding highlighters Remediate irony! Questions to check understanding

2^nd AV   Write assignment Out LAB  Check understanding DB  Highligher when needed ZH Assignment check UI   Extend ed time, shorten assignment if necessary CM Highligher CP  Copy of notes AS Check Understanding AW extended time scaffolding, Copy of Animal Farm

4^th  XA  Behavior reminders, praise CB Highlighter, visuals CC Highlighter, graphic organizer AL Highighter,  behavior reminders FM Highlighter TS Highlighter, Sample RS Vocalize  EU  Written Content, go over directions (K)J W extended time check understanding, Students move about