Lesson Plans
Considder
LA III and Advanced
Week 21: February 1st-5th, 2016
MONDAY 2/1
TUESDAY 2/2
WEDNESDAY 2/3
THURSDAY 2/4
FRIDAY 2/5
RL 1.3
RL.1.3
RL.1.3
RL.1.3
RL.1.3
Standard(s)
Learning Goal:
Essential
Question
Higher Order
Questions
Objective(s):
Bell work
Agenda/Activities
Vocabulary
Homework
Ticket Out
Students will: 1) Analyze the structure, characters, dialogue, and events within a drama. 2) Make and support inferences about the text. 3) Organize ideas and concepts to make connections.
Clearly convey ideas using relevant facts, definitions, and examples that support the central idea.
1. How can text structures or different texts contribute to meaning and style?
2. How can I provide the best proof from the text to support meaning of a text?
4)
1. How do these lines of dialogue _________________ drive the action?
2. How do the actions of _______________ drive the action?
Students will work on PL activities
in relationship to dialogue, setting,
character, and plot. They will also
take the AR test for The Diary of
Anne Frank.
Caught Ya and Vocabulary Card
1. Bell Work
2. PL Activities
3. AR Tests
Vocabulary:
Analyze, text structure, characters,
dialogue, drama, inferences,
relevant facts, point of view,
dramatic irony, purpose,
conflicting evidence,
informative/explanatory
Read AR book for 20 minutes
Noredink.com due Friday
How would you describe Anne
Frank? Give three adjectives with
evidence.
Students will work on PL activities
in relationship to dialogue, setting,
character, and plot. They will also
take the AR test for The Diary of
Anne Frank.
Caught Ya and Vocabulary Card
1. Bell Work
2. PL Activities
3. AR Tests
Vocabulary:
Analyze, text structure, characters,
dialogue, drama, inferences,
relevant facts, point of view,
dramatic irony, purpose, conflicting
evidence, informative/explanatory
Read AR book for 20 minutes
Noredink.com due Friday
How would you describe Mr. Frank?
Give three adjectives with proof.
Students will review the play and
compare and contrast the play
with the film.
Writing Prompt
1. Bell Work (constructive
response)
2. Compare and Contrast play and
film version
Vocabulary:
Analyze, text structure, characters,
dialogue, drama, inferences,
relevant facts, point of view,
dramatic irony, purpose,
conflicting evidence,
informative/explanatory
Read AR book for 20 minutes
Noredink.com due Friday
How would you describe the
setting of the play?
Students will read Holocaust related
articles and complete comprehension
questions and extended responses.
Students will work on PL activities in
relation to history, dialogue, setting,
and character.
1st and 2nd period (midyear testing)
1st and 2nd period (midyear testing)
Caught Ya and Vocabulary Card
1. Bell Work
2. Review CIRCUS Strategy
3. Review RACE
4. Read articles and CIRCUS
5. Answer questions and complete
extended responses.
Vocabulary:
Analyze, text structure, characters,
dialogue, drama, inferences, relevant
facts, point of view, dramatic irony,
purpose, conflicting evidence,
informative/explanatory
Read AR book for 20 minutes
Noredink.com due Friday
What does the play and film have in
common? Did the film do the play
justice?
Caught Ya and Vocabulary Card
1. Bell Work
2. PL Activities
3. AR tests
Dialogue Must-Do due 1/29
Setting May-Do due 2/3
Setting Must-Do due 2/5
Character May –Do due 2/8
Character Must-Do due 2/10
Plot May-Do due 2/12
Plot Must-Do due 2/16
Vocabulary:
Analyze, text structure, characters,
dialogue, drama, inferences, relevant
facts, point of view, dramatic irony,
purpose, conflicting evidence,
informative/explanatory
Read AR book for 20 minutes
Noredink.com due Friday
How does the setting contribute to the
conflict/plot of the play?
Accommodations
E1: Making use of contextual clues—gestures, expressions, body language
E2: Using multiple media
E3: Using linguistic modifications: repetition, slow speech, restating, controlled vocabulary, controlled sentence length
E4: Individualized instruction and assistance
E5: Peer Tutoring
E6: Using written and pictorial forms to teach: maps, graphs, charts, pictures, audiovisual aids, lists, semantic maps, webs, flow charts, outlines E7: Adjusting or shortening assignments
E8: Hands of Experiences
E9: Small group instruction
E10: Cooperative Learning
E11: Defining content area language or terms for students
E12: Using alternative assessments
E13: Reducing oral and written directions and information to easy to understand steps or parts E14: Using role play
E15: Adapting written text and materials to facilitate comprehension
Assignments
1: Extended Time
2: Preferential Seating
3: Check for Comprehension beyond what is normally provided to student 4: Provide peer assistance
Tests
1: Extended Time
5: Read aloud directions
6: Alternative testing format