Daily Lesson Plan
Teacher:
Subject:
Acree & Blagrove
English IV
Lesson Date: 9/6/12
LDC/Unit Title: 12th
Our Place in the World
Is Progress always a step forward?
CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which
standards are being specifically addressed in this lesson?): CCSS11-12-.1) cite strong
and thorough textual evidence to support analysis of what the text says
explicitly as well as inference drawn from the text including where the text
leaves matters uncertain.
CLG: (1.1.2) Students will use during reading strategies appropriate to both
text and purpose for reading by reading, visualizing, making connections,
and using fix-up-strategies such as re-reading, questioning and
summarizing.
Agenda: (What is the snapshot of my class flow?)
1.
2.
3.
4.
5.
6.
7.
Daily do-now question
Motivation –
Discussion and introduction – Text Code & Annotation
Small Group AssignmentIndependent Practice--summary
Wrap up activity
Exit ticket
Lesson Learning Target: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
I can analyze and summarize the text using text codes and two column notes.
TIME
INSTRUCTIONAL SEQUENCE
FORMATIVE ASSESSMENT
Note: A variety of formative
assessments should be used at key
points throughout the lesson.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)
5 min
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Students will share a list of text features and describe the use for each .
Turn in homework “Scavenger Hunt” activity
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there
3-5
min
vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)
o What criteria did you use to make your decisions about who would get the
kidneys in the Kidney transplant activity?
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge],
shared reading, and shared writing, discussion, writing process.)
Inform students that today’s lesson is about reinforcing their understanding of the rules for
note taking using the text coding strategy and a two column note book they will create.
10-12
min
&
Teacher Models: I Do…”Deborah’s Voice” page 13 “The Immortal Life of Henrietta Lacks”
?
= questions you have of clarification about
 =information you already knew and connected with (makes you say “Yeah!”
! = you discovered something new, surprising, shocking or fun
* =information seem important, vital key, or memorable
While a designated reader/teacher reads page 13 text, the teacher will model a
think aloud, annotating and coding a text in the two column note book.
Teacher will then use the annotated notes to write a brief summary of that
segment of the text.
Teacher will create a discussion box that scaffolds the big question:
What is progress?
How can you determine that progress has been made?
What are some areas in your life /society you believe there has been
Drill questions are answered
daily and collected on Friday.
Students discussed the trend
that developed around the
“kidney Transplant Decision
Making Activity. Both 12th
Grade classes picked the same
five people.
Students will observe the
teachers’ model and will
only become involved
when recruited by the
teacher.
progress?
With the entire class participating students will take two minutes to turn and
talk with the person sitting next to them and briefly discuss the text read and
decide whether progress was a step forward in “Deborah’s Voice”
Responses will be recorded on the board as following:
Is Progress always a step forward?
Yes for whom /what
No for whom /what
Why
1
2
3
4
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process Big Question Is progress always a forward step?
)
Small groups will annotate the
text with the teacher facilitating
the process.
Following group norms and protocol for Group work Students have specific roles to play within the group
and everyone is responsible for writing his or her own notes.
o
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

15-20
min
Students will move to their respective groups and continue reading page 14-15
through collaborative group partnerships
As they read students will bear in mind the Big Question … As far as the test is able to provide answers to the questions…
Is Progress Always a step forward?
In what areas can you conclude that progress has been made?
For whom / what and explain why……
o We Do… Students imitate teacher’s process while the teacher
facilitates and interjects where necessary to code and annotate the
information from the text in their own two column note book using
strategies for text coding.
o We Do … Students will collaborate with each other in their
respective groups -- alone without the teacher -- in small groups
then among themselves turn and talk to discuss and clarify
information in the text
Independent Practice: (individual practice, discussion, writing process.)
You Do… Students work independently:
Class work Folders are created for students and given for them to put their work in.
25
min



5 min
o
The students will work independently to share their respective sentences,
phrases, words and ideas about the text while they annotate and briefly
summarize the text
o
Each student will be responsible for coding and recording the entire summary of
the text they have read. “The Exam” from the text The Immortal Life of
Henrietta Lacks.
As they read students will bear in mind the Big Question … As far as the test is able to provide answers to the questions…
Is Progress Always a step forward?
In what areas can you conclude that progress has been made?
For whom / what and explain why……
Students work independently
to annotate and code the
important take away from the
text in their two column note
book Then briefly summarize
the text.
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
o
How did your analysis and summary of the “The Exam” affect your
understanding of the text and what you anticipated about the text before
reading?
o
5 min
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
o
Discuss one take away from the text.
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)
Instructional Modifications:
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Exit ticket-- individual
summary
Scaffolding the text and Big question
All documents and activities can be easily modified for special education students.
I.E. fill in some information; highlight/underline items in readings; give clues next to
‘chart items’; students could use ‘pictures/icons’ that they create – instead of only
definitions/examples
Work one on one with students to assist with reading and interpretations of handouts.
Give students extra time to complete assignments
Small group adaptations.
Text read aloud by either teacher or designated student readers
Modeled creation and use of two column notes and text codes during text analysis
Model summarizing main points in a text
SB
RE
DB
AW
MS
SL
SR
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
LCD projector, handouts, Text: “The Immortal Life Of Henrietta Lacks”,
Notes:
Structure
Strategies Included in the City School/ Model of Highly Effective Literacy Instruction –
English 9-12
Whole Group
-Anticipatory guides/sets
-Close Reading
-Text annotation
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
Guided
Practice/Small group
Independent Practice
-Book/author talks
-Questioning the Author (QtA)
-Think aloud
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Cornell Notes
-Question-Answer-Relationships (QAR)
-Think/Pair/Share
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
- Summarizing Text