Betrayal

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.
Learning Target(s):
Learning Target: Students will understand the major conflicts in Julius Caesar.
Opening Session
Warm Up: (Optional)			Write down a way a person or people can betray someone.
Remediation Activity – Review Julius Caesar so far.
Work Session
Finish reading first 2 scenes. Finish act one.
Closing Session
Ticket out the Door
Assessment Strategies
Data Collection – Assessment for Data Team – data from Metamorphosis Test.
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. Music.
Readiness		Go over reading materials; remediation, posters. Leveled materials.
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
Delivery		Discussion, Opinion, Evidence and examples

Julius Caesar Act I

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.
Learning Target(s):
Learning Target: Students will understand the major conflicts in Julius Caesar.
Opening Session
Warm Up: (Optional)			https://www.youtube.com/watch?v=kgyAPrv30eg
Remediation Activity – Check knowledge on  what’s happening in the play.
Work Session
Agree/Disagree Talk about your opinions.
Closing Session
Ticket out the Door
Assessment Strategies
Data Collection – Assessment for Data Team – data from Metamorphosis Test.
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. Music.
Readiness		Go over reading materials; remediation, posters. Leveled materials.
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, Marlon Brando
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
Delivery		Written brainstorming, Discussion, Opinion, Evidence and examples

Julius Caesar

Standard:  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. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Learning Target(s):
Learning Target: Students will discuss
Opening Session
Warm Up: (Optional)			https://www.youtube.com/watch?v=J7qYAcZzK18
Remediation Activity – Check knowledge on
Work Session
Agree/Disagree Talk about your opinions.
Closing Session
Ticket out the door; Refer to disagree/disagree activity
Assessment Strategies
Data Collection – Assessment for Data Team – already uploaded data on Animal Farm Test
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		Response to opinions
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. Music.
Readiness		Go over reading materials; remediation, posters. Leveled materials.
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups! Kinesthetic movement
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, Student choice - pictures
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
Delivery		Written brainstorming, Discussion, Opinion, Evidence and examples

TYPE TYPE TYPE ESSAY

Teacher’s Name:   Eric W. Carlson	Date:  3/25/16
Course::  World Literature	Periods: 2nd Accommodations, 4th

R.L. Osborne High School

Daily Lesson Plan

Standard:  ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, 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 how what they have learned by taking the Metamorphosis Test.
Opening Session
Warm Up: (Optional)			Activator: (Required) https://www.youtube.com/watch?v=r-Wcr4Wgf7U&ebc=ANyPxKr7_iEgvx8vMhqAEPwPkIkgjY76B1IjYxAZwEcSiwi6igPsv2wsZs-Qrz-4WIbLDIv4ndZERBdgPlU8XeRJw8f3eU11KA
Remediation Activity – Run-on Sentences and Sentence Fragments
Work Session
Work on Essay
Closing Session
Ticket out the door: Find three Sentence Run-ons or Fragments and Fix
Assessment Strategies
Data Collection – Assessment for Data Team – already uploaded data on Animal Farm Test
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. Check sentence fragments and run-on sentences, Essay template.
Product		Student description and higher order activity writing a persuasive essay
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. Music.
Readiness		Go over reading materials; remediation, posters. Leveled materials.
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups!
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, Student choice - pictures
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
Delivery		Written brainstorming, Posters,