File - Costabile`s Colloquium
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WEDNESDAY TUESDAY MONDAY LE PERA LESSON PLANS WEEK: Nov 28-Dec 2, 2011 Teacher: Mrs. Costabile 8th grade reading 8:00 – 8:50 8th grade language 8:559:45 7th grade reading 9:50-10:40 & 12:10-1:00 7th grade language 10:4511:35 & 1:05-1:55 Obj: describe cultural & identify genre elements in folk literature 2-2-1,2 Procedure: Bell work – affix vocab sort/read around Reading – define myth; read Orpheus Readers Theater script together & chart genre & cultural elements Closure: What makes a myth different from the other forms of folk literature? Instructional Practices: student learning conversations Cognition Level: analysis Assessment: chart **Library Obj: write expressive form 31-2 Procedure: Bell work – Daily Language Writing – find a myth to rewrite into a readers theater script Differentiated Spelling – word sort 1) #25 2) #41 3) #64 4) #82 5) 88 6) choose own words from literature Closure: What myth will you and your partner be using? Instructional Practices: student interaction Cognition Level: knowledge retrieval; analysis Assessment: none Obj: describe cultural & identify genre elements in folk literature 2-2-1,2 Procedure: Bell work – affix vocab sort/read around Reading – define folk literature & legend; read & answer questions Popo & Ixtla reading guide Closure: create chart & model completing genre & cultural elements Instructional Practices: student interaction Cognition Level: comprehension Assessment: reading guide Obj: describe author’s purpose & intended effect of persuasive techniques 3-3-1,3 Procedure: Bell work – Daily Language Step Up to Writing – review & analyze magazine advertisements students completed Differentiated Spelling – word sort 2) #41 3) #64 4) #82 5) 88 Closure: What does intended effect mean? Instructional Practices: teacher led; student interaction Cognition Level: analysis Assessment: informal observations/questions Obj: describe cultural & identify genre elements in folk literature 2-2-1,2; write expressive form 3-1-2 Procedure: Bell work – affix vocab sort/read around Reading – rewrite found myth into a script for performance; identify cultural & genre elements Closure: identify elements of myths found today Instructional Practices: student interaction Cognition Level: analysis; knowledge utilization Assessment: myth presentations Obj: describe cultural & identify genre elements in folk literature 2-2-1,2 Procedure: Bell work – vocab memory Reading – put finishing touches on myth & prepare props/costumes Closure: 3-2-1 myths Instructional Practices: student work Cognition Level: comprehension Assessment: myth presentations **Academic Vocab LtoJ Obj: write expressive form 31-2 Procedure: Bell work – Daily Language Writing – continue rewriting myth - see reading Differentiated Spelling – partner sort Closure: see reading Instructional Practices: student interaction Cognition Level: analysis; knowledge utilization Assessment: myth presentations **Library Obj: describe cultural & identify genre elements in folk literature 2-2-1,2 Procedure: Bell work – affix vocab sort/read around Reading – continue Popo & Ixtla reading guide Closure: add to genre & cultural chart Instructional Practices: student interaction Cognition Level: comprehension Assessment: reading guide Obj: write expressive form 31-2 Procedure: Bell work – Daily Language Writing – see reading; practice parts to prepare for tomorrow’s presentation Differentiated Spelling – write justifications for sorts Closure: share justification with shoulder partner Instructional Practices: student work Cognition Level: analysis Assessment: spelling work Obj: describe cultural & identify genre elements in folk literature 2-2-1,2 Procedure: Bell work – affix vocab memory Reading – go over Popo & Ixtla reading guide & complete charting; begin reading King Arthur Closure: What makes Popo & Ixtla a legend? Instructional Practices: student interaction Cognition Level: comprehension; analysis Assessment: reading guide **Academic Vocab LtoJ Obj: describe author’s purpose & intended effect of persuasive techniques 3-3-1,3 Procedure: Bell work – Daily Language Step Up to Writing – practice analyzing persuasive writing with magazine ads Differentiated Spelling – partner sort Closure: verbalize spelling pattern Instructional Practices: student interaction Cognition Level: analysis Assessment: magazine analysis Obj: use commas & quotations marks correctly 2-6-2,3 Procedure: Bell work – DL Step Up to Writing – review punctuating dialogue using mystery stories students wrote Differentiated Spelling – write justifications for sorts Closure: share justifications w/team Instructional Practices: teacher led; student work Cognition Level: analysis; knowledge retrieval Assessment: justification sentences THURSDAY FRIDAY Obj: describe cultural & identify genre elements in folk literature 2-2-1,2 Procedure: Bell work – affix vocab memory Reading – myth reader’s theater presentations; audience will chart cultural & genre elements; presenters will lead discussion after Closure: What new did you learn about myths today? Instructional Practices: student interactions Cognition Level: comprehension Assessment: myth chart Obj: write expressive form 31-2 Procedure: Bell work – Daily Language Writing – continue presentations-see reading Differentiated Spelling – word hunt Closure: Share words found during word hunt with spelling group Instructional Practices: student work Cognition Level: analysis Assessment: spelling work Obj: describe cultural & identify genre elements in folk literature 2-2-1,2 Procedure: Bell work – affix vocab memory Reading – continue reading King Arthur & chart cultural & genre elements Closure: share chart findings Instructional Practices: student interaction Cognition Level: comprehension; analysis Assessment: legend chart Obj: use commas & quotations marks correctly 2-6-2,3 Procedure: Step Up to Writing – rewrite dialogue from own mystery story & punctuate correctly or create new conversation (10 lines) Differentiated Spelling – word hunt Closure: 3-2-1 punctuating dialogue Instructional Practices: student work Cognition Level: comprehension Assessment: written conversation Obj: describe cultural & identify genre elements in folk literature 2-2-1,2 Procedure: Bell work – affix vocab quiz Reading – folk literature Study Island review/practice Closure: final comments about myth project Instructional Practices: student interaction Cognition Level: knowledge retrieval; comprehension Assessment: vocab quiz, myth presentations Obj: write expressive form 31-2 Procedure: Bell work – Daily Language quiz Writing – continue myth presentations from Thursday Differentiated Spelling – test Closure: quiz results Instructional Practices: student interaction Cognition Level: knowledge retrieval Assessment: DL quiz, spelling test, myth presentations Obj: describe cultural & identify genre elements in folk literature 2-2-1,2 Procedure: Bell work – affix vocab quiz Reading – complete King Arthur charting & discuss cultural & genre elements that make this a legend Closure: 3-2-1 King Arthur legend Instructional Practices: student interaction Cognition Level: knowledge retrieval Assessment: legend chart, vocab quiz Obj: use spelling patterns 2-6-8 Procedure: Bell work – Daily Language quiz Step Up to Writing – see reading Differentiated Spelling – test Closure: test results Instructional Practices: student work Cognition Level: knowledge retrieval Assessment: DL quiz, spelling test Notes: Reader’s theater script http://activatedstorytheatre.com/documents/Orpheus_Readers_Theatre.pdf
