REVOLUTION!

Teacher’s Name:   Eric W. Carlson	Date:  1/27/16
Course::  World Literature	Periods: 2nd Accommodations, 4th

R.L. Osborne High School

Daily Lesson Plan

Standard(s):
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. CCRR9 - Georgia Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ELACC9-10RH5 - Georgia Analyze character in a given text.
Learning Target(s):
Learning Target: Students will describe how a work of literature is reflected in history.
Opening Session
Warm Up: (Optional)			Activator: (Required) Revolution –Beatles Agree Disagree -Revolutions
Brainstorm -- Revolutions
Work Session
Highlight Notes Complete Double Bubble Start Reading
Closing Session
Ticket Out the Door- Differentiated activity
Assessment Strategies
Responses to group questions. Reader response.
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.
Process		Flexible Grouping – Agree disagree, visuals, slow down content
Product		Student Choice, student work
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 – history politics  Osborne, and the real world
Readiness		Students read through it with teacher. Preparation for novel.
Learning Style		Visual, Intra- and Interpersonal, use of visuals, kinesthetic
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,
Methodology		Highlighters – color coded, kinesthetic and visuals, Metacognitive strategies.
Delivery		Vocabulary defining Scaffolding highlighers

White Man's Burden Poetry Analysis

Standard(s):
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. CCRR9 - Georgia Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ELACC9-10RH5 - Georgia Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Learning Target(s):
Learning Target: Students will analyze imperialism in Rudyard Kipling’s “White Man’s Burden”
Opening Session
Warm Up: (Optional) Go over vocabulary			Activator: (Required) Thug Notes Animal Farm Video
Work Session
Group Work -- Analyze “White Man’s Burden” Go over results
Closing Session
Ticket Out the Door- Differentiated activity
Assessment Strategies
Responses to group questions. Reader response.
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.
Process		Flexible Grouping – Gallery walk, visuals, slow down content
Product		Student Choice, student work
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 – at Osborne, and the real world
Readiness		Students read through it with teacher. Make sure they understan
Learning Style		Visual, Intra- and Interpersonal, use of visuals, kinesthetic
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,
Methodology		Highlighters – color coded, kinesthetic and visuals, Metacognitive strategies.
Delivery		Vocabulary defining Scaffolding highlighers

Welcome Back!

Standard(s):
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. CCRR9 - Georgia Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ELACC9-10RH5 - Georgia Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Learning Target(s):
Learning Target: Students will have higher understanding of Imperialism through a variety of texts.
Opening Session
Warm Up: (Optional)			Activator: (Required) Land of Confusion
Other Activities: Go over goals. Directions for moving around room.
Work Session
Satire Question Poem – complete group work -- translation. Highlight George Orwell Bio. Notes
Closing Session
Ticket Out the Door- Differentiated activity
Assessment Strategies
Responses to group questions. Reader response.
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
Process		Flexible Grouping – Gallery walk, visuals, slow down content
Product		Student Choice, student work
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 – at Osborne
Readiness		Students read through it with teacher. Make sure they understand.
Learning Style		Visual, Intra- and Interpersonal, use of visuals, kinesthetic
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,
Methodology		Highlighters – color coded, kinesthetic and visuals
Delivery		Vocabulary defining Scaffolding highlighers

No 4th Today

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