|
||||
Standard: ELAGSE9-10RL2:
Determine a theme and/or central idea of 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.
ELAGSE9-10RL10: 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.
By the end of grade
10, 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.
a. Apply grades
9–10 Reading standards to literature (e.g., “Analyze how an author draws
on and transforms source material in a specific work [e.g., how Shakespeare
treats a theme or topic from Ovid or the
Bible or how a later
author draws on a play by Shakespeare]”).
|
||||
Learning Target(s):
|
||||
Learning Target: Students will analyze
their understanding of Hell for as a scaffolding for Dante’s Inferno.
|
||||
Opening Session
|
||||
Warm Up: (Optional) Preview of test.
|
Activator: Sliders Episode Fairer
sex
|
|||
Remediation
Activity – Summary of play.
|
||||
Work
Session
|
||||
Bill
and Ted Define Hell
|
||||
Closing
Session
|
||||
Go over
results so far.
|
||||
Assessment
Strategies
|
||||
Data
Collection – Assessment for Data Team – data from Metamorphosis Test.
Observation of progress on translating.
Formative
Test: Julius Caesar
|
||||
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. Example of Student Product
|
||
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. Template – student
choice. Use of Science Fiction to Differentiate and see from another
perspective.
|
||
Readiness
|
|
Go over reading materials; remediation, posters. Leveled materials.
Flexible grouping
|
||
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, Template
Remind students of personal objectives. Flexible group. Test preview.
|
||
Delivery
|
|
Discussion, Opinion, Evidence and
examples. Written and oral. Student pairs.
|
Friday, April 29, 2016
Ah H.. No!
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment