Daily Lesson Plan
Subject
English
Date
S1 W8 – October 20-24
Grade
Lesson Title
The four freedom speech-Franklin Roosevelt
Lesson Objectives
Main Standards
RL.9-10.1
Other standards
covered
RI.1 and RI.2 (the informational background of the age will be covered prior to reading the selection)
Benchmark
NA
Learning &
Teaching
Activities
Assessment
Strategies
(Please tick box)
Resources
(Please tick box)
Technology
(Please tick)
Learning
strategies
Teaching
Strategies
Test/Quiz
Comparing
Classifying
Lecture/
discussion
Inductive
Christina Fayez
10
Week/Period


Week 8
To appraise the difference between being powerful and being free.
To analyze the four freedom speech
Sequencing
Generalizing
inferring
Problem
solving
Predicting
Finding
Evidence
Draw
conclusions
Deductive
Cooperative
Problem
solving
Practice
/drill
Graphic
organizer
Construction
Test/quiz
Written work
Textbook
Smartboard
Teacher
Internet
search
Project work
Observation (e.g.
lab)
Lab
Other (please
name)
Other (please
name)
PPT and
Classroom
Activities
Warm-up/ice-breaker >>>>>>>
Ice breaker:
The teacher will post this survey
question on the board and then
discuss students’ answers.
Lesson summary & Flow of lesson
(specify activity/minutes)
People who stand up for their rights
will always win.
Strongly
agree\agree\disagree\strongly
disagree
Exploration/Explanation >>>>>
Evaluation >>>>>>>
Plenary (Student Reflection/WrapUp/Exit Ticket/Assessment
25-30 mins:
10 mins:
The teacher will point out places
where FDR outlines ideas, or states
the main points. The teacher will call
attention to transition words that
help students find information.
10 mins:
Individually:
Students are required to answer this
question “what does it mean to” be
free”?
10 mins
In groups of four:
What is the relationship between
power and freedom?
Can you be free if you don’t have
power, at least over your own life?
What it means to be powerful?
Can a government guarantee freedom
to its citizens if its leader fear their
own loss of power?
10 mins
Individually:
What it means to be free?
Are there differences between the
ways people experience power?
Freedom?
20mins:
Individually:
What can one person do to defend
the human rights of all people?
In pairs:
Each pair is asked to find and
summarize information in the text for
one or two categories. Then, each pair
is asked to comment on how the ideas
are similar to or a different from ideas
they hear from the president.
Each pair will share his summary.
Students are asked to reread sections
on expectations(49) and social
improvements (51-54)
And then write their ideas on how the
needs of our country today are the
same or different.
Assignment:
A. Students are asked to
write a summary for the
speech.
B. Students are required to
summarize Inaugural address
for John F kennedy
Please don’t forget
(Vision/Mission)
Remember to
Please don’t forget
(Metacognitive)
Remember to
Teacher Reflection (to be used to
update yearly curriculum map)
Independent learning
Critical thinking skills
Encourage meta-comprehension – students reflect on strategies that
help them to understand
Global perspectives
High standards
Encourage meta-memory – students reflect on strategies that help
them to memorize