annaprice.weebly.com · web viewhandout responses and participation. closing (evaluate) questions...
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DCSD Instructional Planning InstrumentFocus on Teaching and Learning
Weekly Lesson Plan
Section A: Strategies & TasksCheck the appropriate box to indicate the inclusion of the task and/or strategies for the weekly lesson plan.
STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NODCSD Unit Task Interdisciplinary Integration Differentiated InstructionGADOE Task/Activity/Resource Intervention Strategies 21st Century Learning SkillsSTEM/STEAM Integration Gifted-Extensions for Learning Research-Based Instructional Strategies
Section B: Unit & Standards AlignmentProvide information that gives an overview of the weekly focus.
School Name Peachtree Charter Middle School Teacher/Co-Teacher/Para Name(s) Anna Price Grade/Subject/Course 6th Grade English Language Arts Week of: 9/9-9/13Unit #, Name, and Pacing Unit One, Coming of Age
FOR
THE
WEE
K
Priority Standard(s)(Content specific) ELAGSE6RL1, ELAGSE6RL9, ELAGSE6RI9, ELAGSE6W3
Supporting Standard(s)(Content specific) ELAGSE6RL2, ELAGSE6RL3, ELAGSE6SL1, ELAGSE6SL6, ELAGSE6L4
Non-Content Standard(s)(WIDA, Interdisciplinary, Literacy)
Essential Question(s)(Address philosophical foundations; contain multiple answers; provoke inquiry)
What are the elements of plot? What is the purpose of examining story elements in a text? How do readers determine the theme of a text? What techniques do writers use to produce well-written narratives? Why do we compare and contrast ideas presented by different authors? What are some presentation techniques that we can use to make presentations engaging and effective for the audience?
Big Ideas(Concepts or principles central to the lesson that anchor all of the smaller ideas in a lesson)
Point of View, Elements of Plot , Using textual evidence to support ideas, compare/contrast, Narrative writing, Characterization (Direct and Indirect), Identify, Analyze
DCSD Instructional Planning InstrumentFocus on Teaching and Learning
Weekly Lesson Plan
Section C: Instructional FrameworkIdentify the strategies from Section A that will be implemented within the daily instructional framework. List the specific strategies as provided on the strategy chart found at the end of the DCSD Instructional Planning Instrument.
Daily Lesson Plan for Monday Assessment Evidence Note: A variety of formative
assessments should be used at key points throughout the lesson.
Learning Target/Success Criteria(What will students know and be able
to do by the end of the lesson?)Students will have an understanding of the five elements of plot and will practice their knowledge of them by creating a story board and an original narrative. Informal question/answer
throughout the lesson.
Pre-Instructional Activity(Sponge; bell-ringer; journal; allows
attendance to be taken)Daily Grammar Practice: Parts of Speech Informal question/answer
throughout the lesson.
Opening(ENGAGE)
(Introduce the lesson; summarizes previous lesson; clarifies
misconceptions)
Let’s talk about point of view! The same story can look very different depending on who is telling it. As you build your reading comprehension skills, you need practice identifying and analyzing who is telling the story and how that affects the story being told.
*Point of View Flocabulary
Participation and Engagement
Work Period(EXPLORE/EXPLAIN
EXTEND/ELABORATE)(Allows students to practice concept;
assesses student learning)
Point of View: Power Point foldable notes and small group review (questions on PP)
Handout responses and participation.
Closing(EVALUATE)
(Summarizes lesson; ensures understanding; clarifies
misconceptions)
Last 8: write for 7 minutes about a student misbehaving in class from the 1st person (student or teacher) point of view. We will share out some tomorrow!
Informal question/answer throughout the lesson.
Resources/Instructional Materials(What do I need in order to teach the
lesson?)Promethium board, internet access, whiteboard
Daily Lesson Plan for Tuesday Assessment Evidence Learning Target/Success Criteria Students will have an understanding of the five elements of plot and will practice their knowledge of them by
creating a story board and an original narrative. Informal question/answer throughout the lesson.
Pre-Instructional Activity Daily Grammar Practice: Sentence Parts Informal question/answer throughout the lesson.
Opening(ENGAGE)
Share out some responses from the “Last 8” activity from Monday. How does point of view affect the story being told? Participation and Engagement
Work Period(EXPLORE/EXPLAIN
EXTEND/ELABORATE)
Read “The Broken Hearted Collector” Discuss talking points with a partner. Answer questions independently.Independent: Work on “Point of View” assignment handout.
Handout responses and participation.
Closing(EVALUATE)
Questions to ponder: 1. How did the story change when it was told in first person instead of third person?2. In your opinion, which point of view works better for telling the collector’s story? Or, are the points of
view equally powerful? Why?
Informal question/answer throughout the lesson.
Resources/Instructional Materials Promethium board, internet access, whiteboard
Daily Lesson Plan for Wednesday Assessment Evidence
DCSD Instructional Planning InstrumentFocus on Teaching and Learning
Weekly Lesson Plan
Monday: Collect alternate ending and share out responses. Revisions as needed. What is characterization? How do we gather information about characters?Characterization: discuss direct v. indirect characterization. Partners: characterization handout (finish for homework)
Tuesday:
DCSD Instructional Planning InstrumentFocus on Teaching and Learning
Weekly Lesson Plan
This page is for informational purposes only as lesson plans are developed. Do not attach this page to the weekly lesson plan.
Section D: Strategy Chart
Research-Based Instructional
Strategies(weekly strategies chosen to guide
teaching and learning)
Opening Work Period ClosingActivate Prior KnowledgeProvide FeedbackQuestioning (Raises questions)Scaffold InstructionClarify Previous LessonCreate InterestPhenomenonOther…
Facilitate LearningDemonstrate/ModelAcademic DiscussionsHigh-level QuestioningCooperative LearningIndependent LearningInterdisciplinary WritingExplain/Apply/Extend concepts and skillsGenerating and Testing HypothesesOther...
Summarize LessonsAllow students to assess their own learningProvide Alternative ExplanationsQuick WriteRespond to Essential Questions3-2-1/K-W-LOther…
21st Century Learning Skills
(weekly strategies chosen to guide student engagement)
Teamwork and CollaborationInitiative and LeadershipCuriosity and Imagination
Innovation and CreativityCritical Thinking and Problem SolvingFlexibility and Adaptability
Accessing and Analyzing InformationEffective Oral and Written CommunicationOther…
Intervention Strategies
Intervention Strategies(Tiers 1, 2, 3)
Additional Support in Classroom
Specially Designed Instruction for Exceptional Education Students
Strategies for English Language Learners
Re-VoicingExplainingPrompting for ParticipationChallenging or counteringAsking “Why?” or “How?”RereadPractice new academic vocabularyAssistive technologyPre-teach & re-teach in a different wayUse of manipulativesCollaborative workCreate differentiated text sets
ConferencingAdditional timeSmall group collaborationModify quantity of workTake student’s dictationScaffold informationDifferentiated (content/process/product)Consistent reward systemRefer to students’ IEP or 504 planAssistive technology
Visuals/RealiaFront-loadingEchoing/Choral responseColor-codingMultiple exposures in different mediaPair-shareModelingLanguage scaffolds: example: sentence framesDeconstruct complex sentencesIncrease student-to-student talkStrategies vocabulary instructionAdditional think time
GiftedExtensions for
Learning
Tier 1 Tier 2 Tier 3 Tier 4Flexible-Learning GroupsChoice of BooksHomework OptionsUse of Reading BuddiesVarious Journal PromptsStudent/Teacher Goal SettingVaried Pacing with Anchor OptionsWork Alone or TogetherFlexible SeatingVaried ScaffoldingVaried Computer ProgramsDesign-A-DayVaried Supplemental MaterialsComputer MentorsThink-Pair-ShareOpen-ended ActivitiesExplorations by InterestOptions for Competition
Gifted Edu. Cluster ClassesGifted Edu. Collaboration ClassesTiered Activities and ProductsUse of Literature ClubsMultiple Testing OptionsMultiple TextsAlternative AssessmentsSubject Advancement within classCurriculum CompactingTiered CentersSpelling by ReadinessVarying OrganizersCommunity MentorshipsStationsGroup InvestigationsAssess Students in Multiple WaysStudent ChoiceSimulations
Advanced Content (all core content)Resource ClassesIndependent/Directed StudySocratic Seminars
Above grade level accelerated (all core content)Advanced Placement ClassesInternational Baccalaureate ClassesInternshipsMentorships
Assessment Evidence
(Formative)
Analyzing Student WorkRound Robin ChartsStrategic Questioning3-Way Summaries
Think-Pair-Share3-2-1 CountdownClassroom PollsExit/Admit Tickets
One-Minute PaperMetacognition TableFour CornersSelf-Evaluation
Stop and GoClasswork Trade/Peer ReviewLearning LogsDocument Observations