Learning Strategies Lesson Plans Week 6 of 2nd nine
Mrs. Amos
Unit: 5 The Master Plan
Week: 12/7-12/11/2015
Standards: SP.PK12.US.10.3 Use organizational strategies related to
planning, scheduling, time-management, self-monitoring, and
managing materials.
Essential Content:
Learning Goals:
1. Students will define key terms related to the development of their “Master
Plan”.
2. Students will identify techniques used in the anecdote and communicate
with shoulder partner.
Objectives:
 Students will review, practice, apply, and assimilate the effective study
Principles introduced in units 1-4. (Winning the Study Game)
 Students will read and discuss “Covering Every Base”
 Students will track their performance during the experiment; maintain a
Personal Performance Chart and track their progress.
 Students will analyze their study plan.
ESE / ESOL Modifications Guide:
1. Context clues, Gestures
6. Adjusted Assignment
2. Multi-media
7. Hands-on Experience
3. Linguistic Modeling, Restate
8. Visual Aids
4. Individual Instruction
9. Alternate Assessment
5. Peer Tutoring
10. Adapt Materials
ESOL/ESE Modifications: 1,2,5,7,8
Assessments:
Pre-Assessment: Learning Goal Self -Assessment
(before unit)- Unit two
Formative Assessment: bell ringer sheet summaries;
Thinking Maps; Learning goal self -assessment (mid unit)
Summative Assessment: Unit Test
Essential Questions:
(1) Do you recall the meaning of the following words: implicit, explicit, counterproductive,
and
Monday
12/7
HOQ: Hypothesize what would happen with your grades if you applied the techniques
and strategies taught.
Bell Ringer: On the bell work sheet, write formative assessment. On the Reflecting on
Learning sheet, write down where you think you are on the learning scale. Turn to your shoulder
partner and discuss your rating. Be prepared to justify your answer.
I Do: Assess student understanding, by having them recall meaning of essential vocabulary.
Introduce what having a master plan is. Distribute Unit 5 packet.
We Do: Read and discuss “Covering Every Base”, highlighting key information.
You Do: Begin developing your own master study plan.
Exit Ticket: Write your learning scale score on your formative assessment sheet. Explain
How you know you are at the level you wrote down.
Homework: Agenda up dates, content area assignments completed, continue
tracking assignments.
Key
Vocabulary
implicit
explicit
counterproductive
assimilate
Wed.
12/9
Tuesday
12/8
Bell Ringer: What assignment will you work on today? Explain.
I Do: Instruct students to prepare themselves for completing missed, incomplete, and make up
assignments.
We Do: Teacher answers questions; students work on individualized assignments
You Do: Individualized work
Exit Ticket: What did you learn about effective planning?
Homework: Agenda up dates, content area assignments completed, continue
tracking assignments. Have packets 1-4.
Bell Ringer: How are you progressing with tracking your assignments?
I Do: Review with students Units 1-4
We Do: Discuss key information from Units one and two.
You Do: Revisit each unit and take notes on the key factors leading up to academic success.
Exit Ticket:
Thursday
12/10
Homework: Agenda up dates, content area assignments completed; continue tracking
assignments.
Bell Ringer:
I Do: Instruct students to prepare themselves for completing missed, incomplete, and make up
assignments.
We Do: Teacher answers questions; students work on individualized assignments
You Do: Individualized work
Exit Ticket: What did you learn about effective planning?
Homework: Agenda up dates, content area assignments completed; continue tracking
assignments.
Friday
12/11
Bell Ringer: How well do you spell? Rate yourself on a scale of 1-10, ten being the highest
I Do: Distribute the spelling activity; provide instruction
We Do: Model the task, practice and allow students to ask clarifying questions.
You Do: In pairs, allow student time to complete the task.
Exit Ticket: Was your rating a true reflection of your spelling capabilities? If not, what should
you do?
Homework: Agenda up dates, content area assignments completed; continue tracking
assignments.
Standards/Modifications/Differentiation
 Think about it ; getting ready to read
 Cornell notes
 Active reading questions
 AR reading time for students
completing assigned work
 Cooperative learning
 Check for understanding
Learning Scales and Accommodations:
Learning Strategies 6-8
Getting Organized
Score 4.0
Unit 1
In addition to a 3.0 performance, the student demonstrates organizational strategies related to planning, scheduling,
time management, self-monitoring and managing materials that go beyond what was taught to
use in real world applications.
Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content
Score 3.0
The student will:

Apply organizational strategies to the development of their “Master Plan”.

Identify the techniques used in the anecdote and communicate with shoulder partner.

Define key terms related to the development of their “Master Plan”.
Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
Score 2.0
Students will identify the techniques used in the anecdote and communicate with shoulder partner.
Students will define key terms related to the development of their “Master Plan”.
Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content
Score 1.0
With help, partial success at score 2.0 content and score 3.0 content
Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content
Score 0.0
Even with help, no success