The Farmers Revolt

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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 use the text to figure out a character motivation.
Opening Session
Warm Up: (Optional) Go over Ch. 2 Questions			Activator: (Required) Flag in Animal Farm
Work Session
Read Ch. 4 Practice Multiple Choice Brace Map for Farm
Closing Session
Go over results
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 – Video to explain, 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		Review Chapter 3.
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups!
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
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers
Delivery		Vocabulary defining Scaffolding highlighters Check understanding.! Questions to check understanding

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. . Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Learning Target(s):
Learning Target: Students will identify a Utopia and use evidence from the text.
Opening Session
Warm Up: (Optional) Go over Ch. 2 Questions			Activator: (Required) https://www.youtube.com/watch?v=1A7CHIlgNW0
Work Session
Students will work in groups to identify their own Utopia.
Closing Session
Go over Chapter 2 Questions Fluency Practice Fill out graphic organizer for fluency
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 – Video to explain, 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		Review Utopia
Learning Style		Visual, Intra- and Interpersonal, use of visuals -video
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
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers
Delivery		Vocabulary defining Scaffolding highlighters Check understanding.! Questions to check understanding

What is Utopia?

R.L. Osborne High School

Daily Lesson Plan

Standard(s):
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; activelyincorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Learning Target(s):
Learning Target: Students will use scaffolding in order to identify Utopia.
Opening Session
Warm Up: (Optional) Go over Ch. 2 Questions			Activator: (Required) https://www.youtube.com/watch?v=peSpUDMcGR8 Bill and Ted Bogus Journey Beginning
Work Session
Students will work in groups to identify their own Utopia.
Closing Session
Ticket Out the Door- Applying Utopia.
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 – Video to explain, 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		Main idea review based on goals and objectives.
Learning Style		Visual, Intra- and Interpersonal, use of visuals -video, kinesthetic/agree disagree
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
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers
Delivery		Vocabulary defining Scaffolding highlighters Remediate irony! Questions to check understanding

2^nd AV   Write assignment Out LAB  Check understanding DB  Highligher when needed ZH Assignment check UI   Extend ed time, shorten assignment if necessary CM Highligher CP  Copy of notes AS Check Understanding AW extended time scaffolding, Copy of Animal Farm

4^th  XA  Behavior reminders, praise CB Highlighter, visuals CC Highlighter, graphic organizer AL Highighter,  behavior reminders FM Highlighter TS Highlighter, Sample RS Vocalize  EU  Written Content, go over directions (K)J W extended time check understanding, Students move about

Find the Main Idea

Standard(s):
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Learning Target(s):
Learning Target: Students will use details to find the main idea
Opening Session
Warm Up: (Optional) Irony Remediation			Activator: (Required) https://www.youtube.com/watch?v=42SJTk2XSi4 https://www.youtube.com/watch?v=jjrwi_FCQS4
Discuss main idea. Go over Friday’s questions.
Work Session
Listen to story. Go over questions. In groups of two figure out the main idea.
Closing Session
Ticket Out the Door- What is the main idea.
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		Main idea review based on goals and objectives.
Learning Style		Visual, Intra- and Interpersonal, use of visuals -video, kinesthetic/agree disagree
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
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers
Delivery		Vocabulary defining Scaffolding highlighters Remediate irony! Questions to check understanding