teacher: co-teacher/para: coursepeachtreems.dekalb.k12.ga.us/downloads/unit 1 weekly plans.pdf ·...

Peachtree Charter Middle School

Teacher:

Co-Teacher/Para:

Mrs. Schreiber Week of: October 23-27 Unit Implementation

Week: 11

Course: 8th ELA Gifted Unit Name:

Perseverance

Daily Lesson Plan for Monday

Pre-Instructional Activity: Meet and greet Reading Logs are due.

Opening (ENGAGE):

(introduces the lesson;

summarizes previous lesson;

clarifies misconceptions)

The teacher will present the DGP sentence on the whiteboard. The student will write out the

sentence and identify parts of speech including noun and pronoun (type and case), verb (type and

tense), adverb, adjective, preposition, conjunction (type), interjections, verbals (type)

The student will also turn in the Weekly Reading Log with the targeted 100 minutes documented

and verified with parent signature

WORK PERIOD

(EXPLORE/EXPLAIN/EXTEND/

ELABORATE):

(contains the mini lesson; allows

students to practice concept;

assesses student learning

Discussion of Chapters 1-24 TKAM

CLOSING: (EVALUATE):

(summarizes the lesson; ensures

understanding, clarifies

misconceptions)

Students will summarize what was read and discussed.

Students will review vocabulary for the quiz on Friday

HOMEWORK Work on weekly reading logs and study of vocabulary quiz on Friday

Students will read through the end of the book by Monday October 30

Daily Lesson Plan for Tuesday

Pre-Instructional Activity: Meet and Greet

Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will write out the sentence

and identify the sentence [arts including complete subject, simple subject, complete predicate,

simple predicate or verb (transitive or intransitive), direct object, indirect object, predicate

nominative, predicate adjective, appositive or appositive phrase, prepositional phrase (adjective or

adverb), verbal phrases (type), object of preposition, objects of verbals

WORK PERIOD


ELABORATE):

Continue Discussion

Work on Performance Tasks 2-4

CLOSING: (EVALUATE) Students will ask questions to gain clarity



Daily Lesson Plan for Wednesday


Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective dependent, adverb dependent,

or noun dependent), sentence type (simple, compound, complex, compound, compound-complex),

and sentence purpose (declarative, interrogative, exclamatory imperative)

WORK PERIOD


ELABORATE):

Students will work on Performance Tasks 2-4




Daily Lesson Plan for Thursday


Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard and the student will write out the

sentence and add capitalization and punctuation including all end punctuation (full stop), commas,

semicolons, apostrophes, underlining and quotation marks. In addition, the student will diagram

the sentence including all parts. The teacher will check for accuracy.

WORK PERIOD


ELABORATE):

Students will review vocabulary for Quiz 7 tomorrow




Daily Lesson Plan for Friday


Opening (ENGAGE): NO SCHOOL

WORK PERIOD


ELABORATE):

Students will take Vocab Quiz 7. Students will present 10 new SAT words and the students will

take notes on them. Students will test on the new words next Friday.

CLOSING: (EVALUATE) Each student will use 1 new word correctly in an original sentence.



Peachtree Charter Middle School

Teacher:

Co-Teacher/Para:


Week: 9


Perseverance



Opening (ENGAGE):









WORK PERIOD


ELABORATE):




Discussion of Chapters 1-19 TKAM




misconceptions)




Students will read through Chapter 24 by Monday October 23









WORK PERIOD


ELABORATE):










WORK PERIOD


ELABORATE):

Students will Proofread and pear edit essay based on the reading of TKAM











WORK PERIOD


ELABORATE):









WORK PERIOD


Students will present 10 new SAT words and the students will take notes on them. Students will

test on the new words next Friday.

ELABORATE):





Teacher:

Co-Teacher/Para:


Week: 9


Perseverance



Opening (ENGAGE):









WORK PERIOD


ELABORATE):




No School




misconceptions)




Students will read through Chapter 19 by Monday 10/16








WORK PERIOD


ELABORATE):

Students will construct essay based on the reading of TKAM


HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz on Friday.







WORK PERIOD


ELABORATE):

Students will be taking PSAT


HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz on Friday








WORK PERIOD


ELABORATE):








WORK PERIOD


ELABORATE):

Students will present 10 new SAT words and the students will take notes on them. Students will

test on the new words next Friday.




Teacher:

Co-Teacher/Para:

Mrs. Schreiber Week of: October 2-6 Unit Implementation Week: 8

Course: 8th ELA Gifted Unit Name: Perseverance



Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard. The student will write out the

sentence and identify parts of speech including noun and pronoun (type and case), verb (type

and tense), adverb, adjective, preposition, conjunction (type), interjections, verbals (type)

The student will also turn in the Weekly Reading Log with the targeted 100 minutes

documented and verified with parent signature

WORK PERIOD


ELABORATE):

The students will read and discuss through Chapter 14 TKAM. The teacher will lead the

discussion of major themes and main idea of the piece.








Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will write out the

sentence and identify the sentence [arts including complete subject, simple subject, complete

predicate, simple predicate or verb (transitive or intransitive), direct object, indirect object,

predicate nominative, predicate adjective, appositive or appositive phrase, prepositional

phrase (adjective or adverb), verbal phrases (type), object of preposition, objects of verbals

WORK PERIOD


ELABORATE):

See Monday

Students will review Vocabulary Week 5 in preparation for Quiz tomorrow.

CLOSING: (EVALUATE)





Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective dependent, adverb

dependent, or noun dependent), sentence type (simple, compound, complex, compound,

compound-complex), and sentence purpose (declarative, interrogative, exclamatory

imperative)

WORK PERIOD


ELABORATE):

Students will take Week 5 Vocabulary Quiz.

Students will continue to read and discuss TKAM.

Teacher:

Co-Teacher/Para:

Mrs. Schreiber Week of:

September25-29

Unit Implementation Week: 7


Perseverance








Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard and the student will write out

the sentence and add capitalization and punctuation including all end punctuation (full stop),

commas, semicolons, apostrophes, underlining and quotation marks. In addition, the student

will diagram the sentence including all parts. The teacher will check for accuracy.

WORK PERIOD


ELABORATE):

Students will review vocabulary for quiz on Friday

will work on Task 1 Unit 1

CLOSING: (EVALUATE) NO SCHOOL






WORK PERIOD


ELABORATE):

Students will present 10 new SAT words and the students will take notes on them. Students

will test on the new words next Friday.




Opening (ENGAGE):

(introduces the lesson; summarizes

previous lesson; clarifies

misconceptions)

The teacher will present the DGP sentence on the whiteboard. The student will write out the sentence

and identify parts of speech including noun and pronoun (type and case), verb (type and tense),

adverb, adjective, preposition, conjunction (type), interjections, verbals (type)

The student will also turn in the Weekly Reading Log with the targeted 100 minutes documented and

verified with parent signature

WORK PERIOD


ELABORATE):

The students will read and discuss through Chapter 11 TKAM. The teacher will lead the discussion of

major themes and main idea of the piece.

CLOSING: (EVALUATE): Students will summarize what was read and discussed.



Students will read through Chapter 14 by Monday(Part 2)



Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will write out the sentence and

identify the sentence [arts including complete subject, simple subject, complete predicate, simple

predicate or verb (transitive or intransitive), direct object, indirect object, predicate nominative,

predicate adjective, appositive or appositive phrase, prepositional phrase (adjective or adverb), verbal

phrases (type), object of preposition, objects of verbals

WORK PERIOD


ELABORATE):

See Monday

CLOSING: (EVALUATE)


Students will read through Chapter 11 by Monday



Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective dependent, adverb dependent, or

noun dependent), sentence type (simple, compound, complex, compound, compound-complex), and

sentence purpose (declarative, interrogative, exclamatory imperative)

WORK PERIOD


ELABORATE):

Students will continue to read through Chapter 14

Students will participate in a Writing Conference to review essays form earlier.

Students will work on and discuss Performance Task 1 from last week.



Students will read through Chapter 14 by Monday.





semicolons, apostrophes, underlining and quotation marks. In addition, the student will diagram the

sentence including all parts. The teacher will check for accuracy.

WORK PERIOD


ELABORATE):



CLOSING: (EVALUATE) Students will present their stories to the rest of the class.





Opening (ENGAGE): Students will review prior vocabulary Weeks 1-4.

WORK PERIOD


ELABORATE):

Students will present 10 new SAT words and the students will take notes on them. Students will test

on the new words next Friday.




Teacher:

Co-Teacher/Para:

Mrs. Schreiber Week of:

September 11-

15/18-22

Unit Implementation Week:

5/6


Perseverance



Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard. The student will write out the sentence

and identify parts of speech including noun and pronoun (type and case), verb (type and tense),

adverb, adjective, preposition, conjunction (type), interjections, verbals (type)

The student will also turn in the Weekly Reading Log with the targeted 100 minutes documented and

verified with parent signature

WORK PERIOD


ELABORATE)

The students will read and discuss through Chapter 7 TKAM. The teacher will lead the discussion of

major themes and main idea of the piece.

CLOSING: (EVALUATE) Students will summarize what was read and discussed.



Students will read through Chapter 11 by Monday(Part 2)



Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will write out the sentence and

identify the sentence [arts including complete subject, simple subject, complete predicate, simple

predicate or verb (transitive or intransitive), direct object, indirect object, predicate nominative,

predicate adjective, appositive or appositive phrase, prepositional phrase (adjective or adverb), verbal

phrases (type), object of preposition, objects of verbals

WORK PERIOD


ELABORATE):

See Monday

CLOSING: (EVALUATE)





Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective dependent, adverb dependent, or

noun dependent), sentence type (simple, compound, complex, compound, compound-complex), and

sentence purpose (declarative, interrogative, exclamatory imperative)

WORK PERIOD


ELABORATE):

Students will continue to read through Chapter 11

Students will participate in a Writing Conference to review essays form last week.

Students will work on and discuss Performance Task 1 Due Friday



Students will read through Chapter 11 by Monday.





semicolons, apostrophes, underlining and quotation marks. In addition, the student will diagram the

sentence including all parts. The teacher will check for accuracy.

WORK PERIOD


ELABORATE):



CLOSING: (EVALUATE) Students will present their stories to the rest of the class.





Opening (ENGAGE): Students will review prior vocabulary Weeks 1-3.

WORK PERIOD


ELABORATE):

Students will present 10 new SAT words and the students will take notes on them. Students will test

on the new words next Friday.




Priority Standards:

(content specific)

ELAGSE8RL2: Determine a theme and/or central idea of a text and ANALYZE its development over the

course of the text, including its relationship to the characters, setting, and plot; PROVIDE an objective

summary of the text.

ELAGSE8RI3: ANALYZE how a text makes connections among and distinctions between individuals,

ideas, or events (through comparison, analogies, or categories). ELAGSE8W3: WRITE narratives to

DEVELOP real or imagined experiences or events USING effective technique, relevant descriptive

details, and well-structured event sequences Supporting Standards: (content specific)

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says

Supporting Standards:

(content specific)


explicitly as well as inferences drawn from the text.

ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the

action, reveal aspects of a character, or provoke a decision.

ELAGSE8RL4: Determine the meaning of words and phrases as they are used in a text, including

figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,

including analogies or allusions to other texts.

ELAGSE8RL6: Analyze how differences in the points of view of characters and the audience or reader

(e.g., created through the use of dramatic irony) create such effects as suspense or humor. ELAGSE8RI5:

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences

in developing and refining a key concept.

ELAGSEW3:

● c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one

time frame or setting to another, and show the relationships among experiences and events.

● e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

ELAGSEW4: Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

ELAGSEW5: With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying

ELAGSEW6: Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas efficiently as well as to interact and collaborate with others.

ELAGSESL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing

their own clearly

ELAGSEL2:

● a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

● b. Use an ellipsis to indicate an omission.

ELAGSE8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and

poems, at the high end of grades 6-8 text complexity band independently and proficiently

ELAGSE8RI10: By the end of the year, read and comprehend literary nonfiction at the high end of the

grades 6-8 text complexity band independently and proficiently.

ELAGSE8W10: Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,

and audiences.

Non-Content Standards:

(WIDA, Interdisciplinary

standards, literacy, etc.)

NCTE

Learning Targets:

(what learners will be able to do at

the end of the learning activity)

Analyze and diagram a sentence

Incorporate weekly targeted vocabulary into lexicon

Summarize and discuss TKAM-theme, main idea, characters, setting

Read and write at or above grade level

Essential Question(s): 1. How can readers determine the theme and central idea(s) of a story?

(addresses philosophical

foundations; contains multiple

answers; provide inquiry)

2. How do authors use comparison, analogies and categories in writing?

3. How do authors engage their readers when writing narratives?

4. How do writers focus and organize writing to clearly effectively communicate ideas to the reader?

5. How can readers and writers use their knowledge of language?

Big Idea(s):

(main ideas, foundational

understandings, conclusions or

generalizations0

1. Theme and central ideas can be determined by understanding the relationship between story elements.

2. Authors use comparison, analogies and categories to make connections among and distinctions

between individuals, ideas, and events.

3. An author of a narrative text engages their reader by using effective writing techniques.

4. Writers focus and organize writing to clearly and effectively communicate ideas to the reader by

establishing a well-organized text through sufficient elaboration. The writing should be purposely

focused, detailed, and organized.

5.Effective writers use knowledge of the structure and context of the language to acquire, clarify, and

appropriately use vocabulary

Academic Vocabulary: Academic Vocabulary:

analyze

compare and contrast

constructed response

context clues

determine

develop

historical context

infer

main idea

mood

provide

summarize

sequencing

textual Evidence

tone

transitions

author’s purpose

central idea

dialogue

historical narrative

main character (protagonist, antagonist)

minor character

perspective

plot exposition

conflict (types)

rising action

climax

falling action

resolution

point of view (first person, third person)

sensory language

setting

supporting details

theme

Unit Specific Vocabulary:

STEM

Interdisciplinary Integration:

Writing Rubric to support writing across the curriculum.

Engaging Performance Scenario: You are a freelance writer for a children’s magazine. Your publisher has tasked you with writing a

segment for the October issue which focuses on historical events that have impacted the U.S. The impact

can be either social, economic, personal and/or tragic in nature. As a writer, you will research and gather

information on the historical event, analyzing key issues and themes from multiple perspectives and write

a narrative account from an individual affected by the event and describe how the event impacted his/her

life

Resources:

(weekly materials chosen to support

teaching and learning)

Textbooks x Lab Materials Manipulatives Other: (List the other resources

below.)

Audio/Visual

Aids

x Course syllabus x Internet

(Tech)

To Kill A Mockingbird-TKAM

Handouts x Dictionaries x Electronic

Devices

White

Boards

x Video Clips Promethean

Board XX

Differentiated Instruction

(content, process, product)

Assessment Evidence

(formative, summative)

Extended time as needed

Electronic submissions as needed

Pre- and Post- Assessments

Daily GDP check

Performance Task

Weekly Vocab Quizzes

Writing Workshop

Individual writing conferences

Weekly Reading Logs

Character analysis TKAM

Performance Task

Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17

Additional Resources as Needed

in the areas below, place an “x” in the boxes to indicate selected strategies and resources

Research Based

Instructional Strategies:

OPENING:

Engaging

Activate Prior

Knowledge

X Questioning

(Raises

X Clarify Previous X Phenomenon

(weekly strategies chosen

to guide teaching and

learning)

instructional

activity

questions) Lesson

Provide

Feedback

X Scaffold

Instruction

X Create Interest Other:

WORK

PERIOD:

Exploring,

Explaining,

Extending,

and

Elaborating

Facilitate

Learning

X Academic

Discussions

X Cooperative

Learning

X Other:

Demonstrate/

Model

X Generating

and Testing

Hypotheses

Independent

Learning

X Other:

Explain/Apply/

Extend

concepts and

skills

X High-Level

Questioning

X Interdisciplinary

Writing

Other:

CLOSING:

Evaluating

Summarize

Lesson

X Provide

Alternate

Explanations

X Respond to EQs Other:

Allow students

to assess their

own learning

X Quick Write X 3-2-1/K-W-L Other:

Intervention Strategies


(Tiers 1, 2.3)

Additional Support in the

Classroom

Specifically Designed Instruction for the

Exceptional Education Students

Strategies for English Language Learners

X Re-voicing X Conferencing Visuals/ Realia

X Explaining X Additional time Front-loading

X Prompting for

participation

X Small group collaboration Echoing/Choral Response

X Challenging or

countering

Modify quantity of work Color-coding

X Asking “Why?” “How” Take student’s dictation Multiple exposures in different media

X Reread X Scaffold Information Pair-share

X Practice new vocabulary Differentiated content/process/product Modeling

X Assistive technology Consistent reward system Language scaffolds: eg, sentence frames

Pre-teach & re-teach in a

different way

X Refer to student’s IEP or 504 Plan Deconstruct complex sentences

Use of manipulatives Assistive technology Increase student-to-student talk

X Collaborative work Strategies vocabulary instruction

Create differentiated text

sets

Additional Think Time

Gifted-Extensions for Learning

Tier 1

X Flexible-Learning

Groups

X Varied Pacing with Anchor Options X Varied Supplemental Materials

X Choice of Books X Work Alone or Together Computer Mentors

X Homework Options X Flexible Seating X Think-Pair-Share

X Use of Reading Buddies X Varied Scaffolding X Open-Ended Activities

X Various Journal Prompts Varied Computer Programs X Explorations by Interest

X Student/Teacher Goal

Setting

Design-A-Day

Tier 2

X Gifted Educ Cluster

Classes

X Alternative Assessments Community Mentorships

Gifted Educ

Collaboration Classes

Subject Advancement within class Stations

X Tiered Activities and

Products

Curriculum Compacting X Group Investigations

Use of Literature Clubs Tiered Centers X Assess Students in Multiple Ways

X Multiple Testing Options Spelling by Readiness X Student Choice

X Multiple Texts Varying Organizers Simulations

Tier 3 Tier 4

XX Advanced Content( all core content) Above grade level accelerated (all core content)

Resource Classes Advanced Placement Classes

X Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internships/Mentorships

21st Century

Learning Skills:

Teamwork and

Collaboration

X Innovation and Creativity X Accessing and Analyzing Information X

(weekly

strategies chosen

to guide student

engagement)

Initiative and

Leadership

X Critical Thinking and

Problem-Solving

X Effective Oral and Written

Communication

X

Curiosity and

Imagination

X Flexibility and Adaptability X Other:


Priority Standards:

(content specific)

ELAGSE8RL2: Determine a theme and/or central idea of a text and ANALYZE its development over the

course of the text, including its relationship to the characters, setting, and plot; PROVIDE an objective

summary of the text.

ELAGSE8RI3: ANALYZE how a text makes connections among and distinctions between individuals,

ideas, or events (through comparison, analogies, or categories). ELAGSE8W3: WRITE narratives to

DEVELOP real or imagined experiences or events USING effective technique, relevant descriptive

details, and well-structured event sequences Supporting Standards: (content specific)


Supporting Standards:

(content specific)


explicitly as well as inferences drawn from the text.

ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the

action, reveal aspects of a character, or provoke a decision.

ELAGSE8RL4: Determine the meaning of words and phrases as they are used in a text, including

figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,

including analogies or allusions to other texts.

ELAGSE8RL6: Analyze how differences in the points of view of characters and the audience or reader

(e.g., created through the use of dramatic irony) create such effects as suspense or humor. ELAGSE8RI5:

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences

in developing and refining a key concept.

ELAGSEW3:

● c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one

time frame or setting to another, and show the relationships among experiences and events.

● e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

ELAGSEW4: Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

ELAGSEW5: With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying

ELAGSEW6: Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas efficiently as well as to interact and collaborate with others.

ELAGSESL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing

their own clearly

ELAGSEL2:

● a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

● b. Use an ellipsis to indicate an omission.

ELAGSE8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and

poems, at the high end of grades 6-8 text complexity band independently and proficiently

ELAGSE8RI10: By the end of the year, read and comprehend literary nonfiction at the high end of the

grades 6-8 text complexity band independently and proficiently.

ELAGSE8W10: Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,

and audiences.

Non-Content Standards:

(WIDA, Interdisciplinary

standards, literacy, etc.)

NCTE

Learning Targets:

(what learners will be able to do at

the end of the learning activity)

Analyze and diagram a sentence

Incorporate weekly targeted vocabulary into lexicon

Summarize and discuss TKAM-theme, main idea, characters, setting

Read and write at or above grade level

Essential Question(s):

(addresses philosophical

foundations; contains multiple

answers; provide inquiry)

1. How can readers determine the theme and central idea(s) of a story?

2. How do authors use comparison, analogies and categories in writing?

3. How do authors engage their readers when writing narratives?

4. How do writers focus and organize writing to clearly effectively communicate ideas to the reader?

5. How can readers and writers use their knowledge of language?

Big Idea(s):

(main ideas, foundational

understandings, conclusions or

generalizations0

1. Theme and central ideas can be determined by understanding the relationship between story elements.

2. Authors use comparison, analogies and categories to make connections among and distinctions

between individuals, ideas, and events.

3. An author of a narrative text engages their reader by using effective writing techniques.

4. Writers focus and organize writing to clearly and effectively communicate ideas to the reader by

establishing a well-organized text through sufficient elaboration. The writing should be purposely

focused, detailed, and organized.

5.Effective writers use knowledge of the structure and context of the language to acquire, clarify, and

appropriately use vocabulary

Academic Vocabulary: Academic Vocabulary:

analyze

compare and contrast

constructed response

context clues

determine

develop

historical context

infer

main idea

mood

provide

summarize

sequencing

textual Evidence

tone

transitions

author’s purpose

central idea

dialogue

historical narrative

main character (protagonist, antagonist)

minor character

perspective

plot exposition

conflict (types)

rising action

climax

falling action

resolution

point of view (first person, third person)

sensory language

setting

supporting details

theme

Unit Specific Vocabulary:

STEM

Interdisciplinary Integration:

Writing Rubric to support writing across the curriculum.

Engaging Performance Scenario: You are a freelance writer for a children’s magazine. Your publisher has tasked you with writing a

segment for the October issue which focuses on historical events that have impacted the U.S. The impact

can be either social, economic, personal and/or tragic in nature. As a writer, you will research and gather

information on the historical event, analyzing key issues and themes from multiple perspectives and write

a narrative account from an individual affected by the event and describe how the event impacted his/her

life

Resources:

(weekly materials chosen to support

teaching and learning)

Textbooks x Lab Materials Manipulatives Other: (List the other resources

below.)

Audio/Visual

Aids

x Course syllabus x Internet

(Tech)

To Kill A Mockingbird-TKAM

Handouts x Dictionaries x Electronic

Devices

White

Boards

x Video Clips Promethean

Board XX

Differentiated Instruction

(content, process, product)

Assessment Evidence

(formative, summative)

Extended time as needed

Electronic submissions as needed

Pre- and Post- Assessments

Daily GDP check

Performance Task

Weekly Vocab Quizzes

Writing Workshop

Individual writing conferences

Weekly Reading Logs

Character analysis TKAM

Performance Task


Additional Resources as Needed

in the areas below, place an “x” in the boxes to indicate selected strategies and resources

Research Based

Instructional Strategies:

(weekly strategies chosen

to guide teaching and

learning)

OPENING:

Engaging

instructional

activity

Activate Prior

Knowledge

X Questioning

(Raises

questions)

X Clarify Previous

Lesson

X Phenomenon

Provide

Feedback

X Scaffold

Instruction

X Create Interest Other:

WORK

PERIOD:

Exploring,

Explaining,

Extending,

and

Elaborating

Facilitate

Learning

X Academic

Discussions

X Cooperative

Learning

X Other:

Demonstrate/

Model

X Generating

and Testing

Hypotheses

Independent

Learning

X Other:

Explain/Apply/

Extend

concepts and

skills

X High-Level

Questioning

X Interdisciplinary

Writing

Other:

CLOSING:

Evaluating

Summarize

Lesson

X Provide

Alternate

Explanations

X Respond to EQs Other:

Allow students

to assess their

own learning

X Quick Write X 3-2-1/K-W-L Other:



(Tiers 1, 2.3)

Additional Support in the

Classroom

Specifically Designed Instruction for the

Exceptional Education Students

Strategies for English Language Learners

X Re-voicing X Conferencing Visuals/ Realia

X Explaining X Additional time Front-loading

X Prompting for

participation

X Small group collaboration Echoing/Choral Response

X Challenging or

countering

Modify quantity of work Color-coding

X Asking “Why?” “How” Take student’s dictation Multiple exposures in different media

X Reread X Scaffold Information Pair-share

X Practice new vocabulary Differentiated content/process/product Modeling

X Assistive technology Consistent reward system Language scaffolds: eg, sentence frames

Pre-teach & re-teach in a

different way

X Refer to student’s IEP or 504 Plan Deconstruct complex sentences

Use of manipulatives Assistive technology Increase student-to-student talk

X Collaborative work Strategies vocabulary instruction

Create differentiated text

sets

Additional Think Time

Gifted-Extensions for Learning

Tier 1

X Flexible-Learning

Groups

X Varied Pacing with Anchor Options X Varied Supplemental Materials

X Choice of Books X Work Alone or Together Computer Mentors

X Homework Options X Flexible Seating X Think-Pair-Share

X Use of Reading Buddies X Varied Scaffolding X Open-Ended Activities

X Various Journal Prompts Varied Computer Programs X Explorations by Interest

X Student/Teacher Goal Design-A-Day

Setting

Tier 2

X Gifted Educ Cluster

Classes

X Alternative Assessments Community Mentorships

Gifted Educ

Collaboration Classes

Subject Advancement within class Stations

X Tiered Activities and

Products

Curriculum Compacting X Group Investigations

Use of Literature Clubs Tiered Centers X Assess Students in Multiple Ways

X Multiple Testing Options Spelling by Readiness X Student Choice

X Multiple Texts Varying Organizers Simulations

Tier 3 Tier 4

XX Advanced Content( all core content) Above grade level accelerated (all core content)

Resource Classes Advanced Placement Classes

X Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internships/Mentorships

21st Century

Learning Skills:

(weekly

strategies chosen

to guide student

engagement)

Teamwork and

Collaboration

X Innovation and Creativity X Accessing and Analyzing Information X

Initiative and

Leadership

X Critical Thinking and

Problem-Solving

X Effective Oral and Written

Communication

X

Curiosity and

Imagination

X Flexibility and Adaptability X Other:


teacher: co-teacher/para: coursepeachtreems.dekalb.k12.ga.us/downloads/unit 1 weekly plans.pdf ·...

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