Friday, April 22, 2016

Julius Caesar Jeopardy

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.

Learning Target(s):
Learning Target: Students will finish analyze character in a given text and present findings.
Opening Session
Warm Up: (Optional) Preview of test.

Activator: Complete Julius Caesar
                

Remediation Activity – Summary of play.
Work Session
Students will identify character traits.
Students will review for test by playing Jeopardy in groups of two.
Closing Session
 Check knowledge on text.
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. Flexible group. Test preview.
Delivery

Discussion, Opinion, Evidence and examples. Written and oral. Student pairs.

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