|
||||
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.
|
||||
Learning Target(s):
|
||||
Learning Target: Students will finish
analyze character in a given text and present findings.
|
||||
Opening Session
|
||||
Warm Up: (Optional)
|
Activator: https://www.youtube.com/watch?v=sgSAq-8HZsQ&feature=youtu.be
Why do people go to war?
|
|||
Remediation
Activity – Review character traits and motivations.
|
||||
Work
Session
|
||||
Continue
reading Julius Caesar Act III
Students
will look at the theme and outcome of war in Julius Caesar
|
||||
Closing
Session
|
||||
|
||||
Assessment
Strategies
|
||||
Data
Collection – Assessment for Data Team – data from Metamorphosis Test.
Observation of progress on translating.
|
||||
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. Template – student
choice.
|
||
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.
|
||
Delivery
|
|
Discussion, Opinion, Evidence and
examples. Written and oral. Student pairs.
|
Tuesday, April 19, 2016
It's All Downhill from Here!
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