Teacher: Spiegel
Room #:
Lesson # in unit:
Period (s): 6 and 7
Topic:Short Story
Language Arts Academic Standard:
Indiana Standard https://learningconnection.doe.in.gov/Standards/About.aspx?art=11
10.3.3
Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot. 10.3.5 Compare works that
express a universal theme and provide evidence to support the views expressed in each work.
10.5.3
Write expository compositions, including
analytical essays, summaries, descriptive pieces, or literary analyses that:
•
gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives.
•
communicate information and ideas from primary and secondary sources accurately and coherently.
•
make distinctions between the relative value and significance of specific data, facts, and ideas.
•
use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic.
•
include visual aids by using technology to organize and record information on charts, maps, and graphs.
•
anticipate and address readers’ potential misunderstandings, biases, and expectations.
•
use technical terms and notations correctly
Common Core Literacy Standard: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Reading
9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
9-10.RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme.
9-10.RL.10 By the end of grade 9, 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. By the end of grade 10, read and comprehend literature, including stories, dramas,
and poems, at the high end of the grades 9-10 text complexity band independently and
proficiently.
Writing Text Types and Purposes
9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations
Lesson Objective
By the end of class the student will be able to:
Read a short story and answer multiple choice questions and constructed responses based on the reading. (Support needs to
be used)
Schedule:
Bell Work
Read "The Open Boat" by Stephen Crane
Work: In groups on the worksheet
Supporting Diverse Learners
Student Assets:
Anticipated Challenges:The ECA is soon and the test prep scores were low for fiction so we are going to focus in.
Special Considerations for IEP and/or ILP: Aldair has twitches and needs to be excused a lot. Creating a class that he isnt picked on for
this
Method(s) for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Lab
Lecture or Direct Instruction
Question/Answer
Learning Stations
Readers/Writers Workshop
Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other
Use of Materials
Use of Technology
Cell Phone
PollEverywhere.com
CPS Clickers
Elmo Document Camera
Software
Student Computers
Teacher Computer w/LCD
Video Clips/DVD
Website
Web 2.0 tool
Other
Teacher’s Manual pg #
Student Text pg #
Picture Books
More Activities That
Teach
Handouts:
Manipulative:
Related Equipment:
Other:
Adapted materials
Why are you approaching the lesson this way?
Rationale for Method(s): The students refuse/don’t read on their own at home…so we will read aloud and then work in groups to help
eachother understand the process.
Strategies
Two column notes
Guided note taking
Prediction/Impressions
Venn diagram
Cause and effect frames
MVP
20 Questions
What’s is say/mean/matter
One-sentence summary
Creating metaphors
Other
Vocabulary Strategy
KWL
4 As
Text rendering
Reciprocal teaching
Save the last word for me
Anticipation guides
Opinionnaire
Coding the text
Open mind portrait
Sketch to stretch
Read-talk-write
Directed reading thinking
activity
Zooming in/ zooming out
Anomalies
Other
Sentence frames
Paragraph frames
Imitation writing
RAFT
SPAWN
Sentence combining
Social-academic language
translations
Graphic organizers
Outlining
Booktalk
Other:
Frayer model
List-group-label
Semantic feature analysis
Word sorts
Word Walls
Tree map for wordsmithing
Shades of Meaning
Vocabulary self-awareness
activity
Creating metaphors
Tossed Terms
Sketch to Stretch
Mnemonics
Other
Why are you selecting these support strategies? What will these help you and your students accomplish?
Rationale
Agenda
Anticipatory Set: How will you support students in accessing prior knowledge, personal, real world and/or cultural
connections?Bell Work gives the class structure and allows the students to have a sense of routine.
During Lesson: What support strategies will you use to scaffold students learning so they meet or exceed targeted? The class as
a whole struggled on their pretest so we are going to group the more able students with those students still struggling.
Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts? Handing in the
worksheet.
Daily Assessment How do you know your
students met your lesson objective(s) and to
what extent?
knowledge
comprehension
application
analysis
synthesis
evaluation
Formative:
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Listened to conversations
Quiz
Thumbs up, neutral, or down
Summative:
Test
Project
Report
Presentation
Final Exam
Other
Daily Assessment How do you know your
students met your lesson objective(s) and to
what extent?
knowledge
comprehension
application
analysis
synthesis
evaluation
Formative:
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Listened to conversations
Quiz
Thumbs up, neutral, or down
Homework check
Video quiz
Voting
Whiteboard Check
Other
Summative:
Test
Project
Report
Presentation
Final Exam
Other
Additional Teacher Preparation:
Copy:
Locate:
Additional Reference/Sources of Information:
Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What worked well?
What needs to be changed for next year? What are next steps for students and how will you get them there?
Mr. Taylor changed our lesson plan the night before. We were going to read "The Monkey's Paw" short story but
because of the USA test prep scores, Mr. Taylor wanted to use a short story from the ECA test prep…complete
with multiple choice hand out. I hate multiple choice questions within the english classroom but I do understand
the pressure to succeed on the ECA. It was difficult to not dive deep into such a great short story!
The LP went smoothly. We assessed the students by discussing the answers to the 9 multiple choice questions.
This was the first day that Mr. Taylor and I shared the load of teaching. I did the bell work and then he intoduced
the ECA practice short story and then I read the story and led the discussion. He finished the class off by
discussing the answers with the students. Because he has more at stake with the ECAs, he took the point when
discussing the specifics.
I hope that I am open to this style of co-teaching when I have my own classroom. I really enjoyed it!