Monday, 12 October, 2015 ~ Day 034 ~ English 7 ~ Lesson Plan
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Monday, 12 October, 2015 ~ Day 034 ~ English 7 ~ Lesson Plan ~ Gildner OBJECTIVE Learning Purpose and The student will be able to assess comprehension of informational text. Connections The student will be able to write well-structured responses to questions about text. Standard 1 Purpose of the lesson Strategies to make connections Students will be encouraged to share learning experience of comprehending Building on current knowledge informational text and writing well-structured responses to demonstrate mastery. VOCABULARY remedies, palatable, smuggle, accumulate, plethora, luxury Learning Tasks and Cognitive Demands AGENDA & CLASS BUSINESS & WEEKLY NEWS Standard 2 Review daily announcements as a class. Depth of knowledge Reminders about due dates for homework and assignments. Support of deeper learning Challenged to advance skills & INTRODUCTION & WARM UP thinking Name and describe three cause and effect relationships with sugar and the body. Engagement Strategies and Discourse AGENDA Standard 3 Review text vocabulary: spelling and definitions Explanation and critiquing Spelling and definition test on vocabulary Connecting personal Unit assessment on Death by Sugar - Higher Level experiences to -constructed response and multiple choice new concepts & skills Collaboration DIFFERENTIATION Student Understanding of and Students worked collaboratively to discover answers to research queries to prepare for Responsibility for Learning assessment. Standard 4 Student writers chose among two constructed response questions. Performance criteria Assessment has two levels. Sharing progress Revising strategies Students will be encouraged to share learning experience of comprehending informational text and writing well-structured responses to demonstrate mastery. Assessment Integrated into CLOSURE Instruction Students assess own learning - how did you score on the quiz? What needs deeper Standard 5 discovery? Pre-assessments Evidence of learning HW Formative assessment Complete any work not finished in class. Finish any late/absent/missing work, per student. COMPLEXITY FACTORS Both texts included narrative and informational passages. Shifts in points of view occur; rhetorical questions are used. Flashback and other time devices are used by the writer. Propaganda and advertising history is utilized. Lexile: "How Candy..." 1080; "This cupcake" 1060. Tuesday, 13 October, 2015 ~ Day 035 ~ English 7 ~ Lesson Plan ~ Gildner OBJECTIVE Learning Purpose and The student will be able to review and solidify the concept of a process for writing. Connections The student will be able to take organized notes on the writing process. Standard 1 Purpose of the lesson Strategies to make connections Students will be encouraged to share learning experience on the writing process along Building on current knowledge with notes to demonstrate mastery. VOCABULARY process, brainstorm, pre-write, draft, proofread, revise, edit, introduction, conclusion, body Learning Tasks and Cognitive AGENDA & CLASS BUSINESS & WEEKLY NEWS Demands Review daily announcements as a class. Standard 2 Reminders about due dates for homework and assignments. Depth of knowledge Support of deeper learning INTRODUCTION & WARM UP Challenged to advance skills & When you are assigned something to write, how do you start? What do you do next? thinking How do you finish? Class discusses options and styles of writing iPads: students begin to track food for writing assignment on healthy eating habits -foodapedia tracker on USDA website Engagement Strategies and Discourse Standard 3 Explanation and critiquing Connecting personal experiences to new concepts & skills Collaboration PROCEDURES Overview of the writing process - mini-lesson Students take notes Emphasis on body paragraphs first, then intro, conclusion Adhere notes in Writer's Notebook DIFFERENTIATION Student Understanding of and Responsibility for Learning Standard 4 Students take notes in format most comfortable for learning style: -color and images may be used; format up to student Individuals may use different writing styles; students exposed to different ideas Performance criteria Sharing progress Revising strategies Students will be encouraged to share learning experience on the writing process along with notes to demonstrate mastery. PRE-ASSESSMENT What is the writing process? Why do we need a writing process? Assessment Integrated into How is it going to aid in my learning in this class? Instruction Standard 5 CLOSURE Pre-assessments How does your process compare to the lesson and to peers' processes? Evidence of learning Could you incorporate new ideas you learned today when you write? Formative assessment HW Finish any late/absent/missing work, per student. Complete a summary of the notes from today. Wednesday, 14 October, 2015 ~ Day 036 ~ English 7 ~ Lesson Plan ~ Gildner OBJECTIVE Learning Purpose and Connections Standard 1 The student will be able to understand how to brainstorm and outline/map a piece of writing. The student will be able to take organized notes. Purpose of the lesson Strategies to make connections Building on current knowledge Students will be encouraged to share learning experience and note taking on the writing process and brainstorming to demonstrate mastery. VOCABULARY Learning Tasks and Cognitive Demands process, brainstorm, pre-write, draft, proofread, revise, edit, introduction, conclusion, body Standard 2 Depth of knowledge Support of deeper learning Challenged to advance skills & thinking AGENDA & CLASS BUSINESS & WEEKLY NEWS Review daily announcements as a class. Reminders about due dates for homework and assignments. Check homework (summary from yesterday's notes). INTRODUCTION & WARM UP How do you decide what you will write about, and how to organize it? PROCEDURES Engagement Strategies and Discourse Discuss what great brainstorming is/is not. -examples on overhead of famous authors' brainstorms - discuss pros/cons Standard 3 Thinking maps/outlines: small groups talk about what they normally use, and for what Explanation and critiquing purpose Connecting personal Class discusses - (they will demonstrate outline/maps used) experiences to Students begin to brainstorm writing assignment regarding healthy eating new concepts & skills Collaboration -based on research completed last week iPads: students begin to track food for writing assignment on healthy eating habits -foodapedia tracker on USDA website DIFFERENTIATION Student Understanding of and Students work in dyads and as individuals Responsibility for Learning All thinking map/brainstorming ideas are valuable; learning styles incorporated Standard 4 Individuals may use different writing styles; students exposed to different ideas Performance criteria Sharing progress Revising strategies Students will be encouraged to share learning experience and note taking on the writing process and brainstorming to demonstrate mastery. PRE-ASSESSMENT What is brainstorming? Assessment Integrated into Why do we need to brainstorm? Instruction How is it going to aid in my learning in this class? Standard 5 Pre-assessments CLOSURE Evidence of learning What is the importance of thinking through your writing before the first draft? Formative assessment HW Finish any late/absent/missing work, per student. Thursday, 15 October, 2015 ~ Day 037 ~ English 7 ~ Lesson Plan ~ Gildner OBJECTIVE Learning Purpose and The student will be able to understand how to brainstorm and outline/map a piece of Connections writing. Standard 1 The student will be able to take organized notes. Purpose of the lesson Strategies to make connections Building on current knowledge Students will be encouraged to share learning experience and note taking on the writing process and brainstorming to demonstrate mastery. VOCABULARY process, brainstorm, pre-write, draft, proofread, revise, edit, introduction, conclusion, body Learning Tasks and Cognitive Demands Standard 2 AGENDA & CLASS BUSINESS & WEEKLY NEWS Depth of knowledge Review daily announcements as a class. Support of deeper learning Reminders about due dates for homework and assignments. Challenged to advance skills & Check homework (summary from yesterday's notes). thinking INTRODUCTION & WARM UP How do you decide what you will write about, and how to organize it? PROCEDURES Engagement Strategies and Discourse Discuss what great brainstorming is/is not. -examples on overhead of famous authors' brainstorms - discuss pros/cons Standard 3 Thinking maps/outlines: small groups talk about what they normally use, and for what Explanation and critiquing purpose Connecting personal Class discusses - (they will demonstrate outline/maps used) experiences to Students begin to brainstorm writing assignment regarding healthy eating new concepts & skills Collaboration -based on research completed last week iPads: students begin to track food for writing assignment on healthy eating habits -foodapedia tracker on USDA website DIFFERENTIATION Student Understanding of and Students work in dyads and as individuals Responsibility for Learning All thinking map/brainstorming ideas are valuable; learning styles incorporated Standard 4 Individuals may use different writing styles; students exposed to different ideas Performance criteria Sharing progress Revising strategies Students will be encouraged to share learning experience and note taking on the writing process and brainstorming to demonstrate mastery. PRE-ASSESSMENT Assessment Integrated into What is brainstorming? Instruction Why do we need to brainstorm? Standard 5 How is it going to aid in my learning in this class? Pre-assessments Evidence of learning CLOSURE Formative assessment What is the importance of thinking through your writing before the first draft? HW Finish any late/absent/missing work, per student. Friday, 16 October, 2015 ~ Day 038 ~ English 7 ~ Lesson Plan ~ Gildner OBJECTIVE Learning Purpose and The student will be able to outline body paragraphs of an essay. Connections The student will be able to take organized notes. Standard 1 Purpose of the lesson Strategies to make connections Students will be encouraged to share learning experience and note taking on the writing Building on current knowledge process and brainstorming to demonstrate mastery. VOCABULARY process, brainstorm, pre-write, draft, proofread, revise, edit, introduction, conclusion, Learning Tasks and Cognitive Demands Standard 2 Depth of knowledge Support of deeper learning Challenged to advance skills & thinking body AGENDA & CLASS BUSINESS & WEEKLY NEWS Review daily announcements as a class. Reminders about due dates for homework and assignments. Check homework (summary from yesterday's notes). INTRODUCTION & WARM UP Why do you think the body of a paragraph should be written before the intro? Engagement Strategies and Discourse Standard 3 Explanation and critiquing Connecting personal experiences to new concepts & skills PROCEDURES Discuss why it is important to complete the body outline first ~We need to know the body before we introduce it Students continue to track food for writing assignment on healthy eating habits -foodapedia tracker on USDA website Collaboration DIFFERENTIATION Student Understanding of and Students work in small groups and as individuals Responsibility for Learning All thinking map ideas are valuable; learning styles incorporated Standard 4 Individuals may use different writing styles; students exposed to different ideas Performance criteria Sharing progress Revising strategies Students will be encouraged to share learning experience and note taking on the writing process and brainstorming to demonstrate mastery. Assessment Integrated into PRE-ASSESSMENT Instruction What is brainstorming? Standard 5 Why do we need to brainstorm? Pre-assessments How is it going to aid in my learning in this class? Evidence of learning Formative assessment CLOSURE Have you thoroughly outlined the body of your paragraph? HW Finish any late/absent/missing work, per student.
