|
|||||||
Learning Target(s):
|
|||||||
Learning Target: Students will scaffold
understanding of Dante’s Inferno.
|
|||||||
Opening Session
|
|||||||
Warm Up: Go over the rubric
|
Activator: song Dante Inferno
https://www.youtube.com/watch?v=B0usPpABXSk
|
||||||
Remediation
Activity – Go back over allusions if necessary.
|
|||||||
Work
Session
|
|||||||
Students
will complete their Dante’s Inferno Gate Poster
|
|||||||
Closing
Session
|
|||||||
Students present the poster
|
|||||||
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. Agree Disagree
|
|||||
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.
|
Wednesday, May 11, 2016
Finish Gates to Hell
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