Charades - Skit Dante's Inferno

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Target(s):
Learning Target: Students will scaffold understanding of Dante’s Inferno.
Opening Session
Warm Up: Allusions Practice			Activator: song Dante Inferno https://www.youtube.com/watch?v=BIJrrMBMSz4
Remediation Activity – Go back over allusions if necessary.
Work Session
Group Activity – Poster (complete) Prepare Role Playing activity Do role play.
Closing Session
Student Reinforcement
Assessment Strategies
Data Collection – Assessment for Data Team – data from Julius Caesar 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, Group work
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, Use of post-it notes. Remind students of personal objectives. Flexible group.
Delivery		Discussion, Opinion, Evidence and examples. Written and oral. Student pairs.