Scary Monsters

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 start reading Franz Kafka’ The Metamorphosis Graphic Novel.
Opening Session
Warm Up: (Optional)			Activator: (Required)        Bowie Scary Monsters •         Mini-bio
Remediation Activity – Highlighters
Work Session
Use SQUEEPERS in order to read the text.
Closing Session
Ticket out the door: Enrichment Activity. Write the summary for an idea for children’s story with a monster
Assessment Strategies
Essay elements.
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 – to history and contemporary events. Music.
Readiness		Go over reading materials; remediation
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
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers, argument paper template
Delivery		Vocabulary defining Scaffolding, highlighters Check understanding! Questions to check understanding