Character Trait: Family Pride
CHICAGO PUBLIC SCHOOLS WEEKLY LESSON PLAN
Name Bonness, Zbaraz, Manseau
Week of 02/09/2015
Subject- Senior Seminar
Period(s) – 1,2
Reading
Instruction
Framework
Assessment
Comprehension
Monday
CCSS: R.R.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
R.R.9 Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
SL.R.4 Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
SE.02.A 2.A. Recognize the feelings and perspectives of others.
SE.02.C 2.C. Use communication and social skills to interact effectively with
others.
Journal
Large group and small group activity: Teacher introduces the three key words,
healthy, unhealthy and abusive relationships. They ask the class “what do you
think these three key terms mean?” Takes student responses. “Today we are
going to break into groups to explore these three topics, healthy relationships,
unhealthy relationships and abusive relationships. In your group you are going to
read and complete the activity. Then you are going to plan on how you are going
to report back on your activity. We want to know the main idea of what you read,
and then at least 4 details. You will list them on this butcher paper to share with
the class.” Students break into groups. Teacher and assistants move between
groups and help facilitate the groups reading, identifying the main idea of the text
or activity and planning on how to report back to the group. The teachers then
focus the groups back into large discussion and report backs. Each group reports
back and then answers questions from other teammates.
Individual activity: If time, teachers distribute iPads and students log into
Socrative. The teachers state short descriptions of relationships or key parts of
relationships and students indicate on the iPads if they felt that the relationship
was healthy or unhealthy.
Exit slip: What are two things you learned today about relationships?
Instructional
Strategy
Word Knowledge
Fluency
Writing
Bellringer, participation in small group activities, worksheets completed
individually, exit slips
Differentiation: Strong readers read text aloud for students who struggle with
reading, students are allowed to write or draw answers, scribes, different version
of worksheets, more support/prompting from staff
Objectives:
1. Students will be able to identify key characteristics of healthy, unhealthy
and abusive relationships
2. Students will be able to identify key qualities that they would want in a
partner
3. Students will be able to identify key qualities that they can exhibit to be a
good partner themselves
4. Students will be able to create a safety plan in case they are in or get in an
abusive relationship one day
5. Students will be able to identify positive ways to deal with sexual pressure
Materials
Text from Choices activity, loveisrespect.org, teenshealth.org, butcher paper,
iPads, exit slips
Homework
What does a healthy relationship look like? What does an unhealthy relationship
look like?
R.R.1 Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
SL.R.4 Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
W.R.2 Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection,
organization, and analysis of content.
SE.01.B 1.B. Recognize personal qualities and external supports.
SE.02.D 2.D. Demonstrate an ability to prevent, manage, and resolve
interpersonal
conflicts in constructive ways.
Whole group/independent/small group activities: The teacher asks the students
“what makes a healthy relationship.” Students are given a form with two figures.
In one they list the qualities that they are looking for in their future partner and in
the other good qualities about themselves. There are two forms of this worksheet
for differentiation. One just has the student list the qualities in writing or drawing,
the other has students then write why they chose these different qualities.
Students share their work in small groups.
The teacher then asks the students in a large group format “what makes an
abusive relationship”? Student discuss their answers. They are then given a
Teen’s Guide to Safety Planning from loveisrespect.org and go through each of
the sections. Some students who can work independently go through it, others
work in small groups with teacher/assistants.
Exit slip: What are two ways that you can keep yourself safe if you get into a
unhealthy relationship?
Worksheet with figures, Teen’s Guide to Safety Planning, exit slips
Tuesday
Instructional
Strategy
Materials
Homework
Wednesday
Thursday
What does an abusive relationship look like? What is one piece of advice you
could give someone in an abusive relationship.
CBI
R.R.1 Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
SL.R.4 Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
Materials
Teachers write key words: self-esteem, abstinence, pressure, and affection on
the board and asks students to try to define terms. Students read pages 187 –
189 in a guided reading format discussing the major sections. Students complete
the reading review questions in partners to help those who struggle with writing.
Then then work on the workbook page on sexual relationships in small groups.
Textbook, workbook
Homework
Name 3 ways you can show someone affection.
Instructional
Strategy
Instructional
Strategy
L.R.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
SE.01.A 1.A. Identify and manage one’s emotions and behavior.
SE.02.C 2.C. Use communication and social skills to interact effectively with
others.
Journal
Students participate in continuing education classes at Wright College.
Materials
Ventra Cards, Class Lists,
Homework
What are two things that you enjoyed about your new class at Wright College?
Friday