Alien!

Standard:  §  RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. §  RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range. §  RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. §
Learning Target(s):
Learning Target: Students will identify a
Opening Session
Warm Up: (Optional)			Activator: (Required)  Review sublime.
Remediation Activity – review response to questions
Work Session
Finish up Alien – identify sublime and phobias in movie
Closing Session
Ticket out the door: Go over what you learned.
Assessment Strategies
Data Collection – Response to pictures – number of sentences that describe picture
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. Posters
Process		Flexible Grouping – Gallery Walk, slow down content, Assess responses.
Product		Student description and higher order activity – fear for a story. Challenging creative activity
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
Delivery		Vocabulary defining Scaffolding, highlighters Check understanding! Questions to check understanding, Video activity