Instructional Chunk GLET Weekly Lesson Plans – 3B Tuesday Wednesday – ACT Monday Act One Act One Act One Scene Two, through p40 4a – explains how the relationship among the essential concepts creates the author’s approach NO STUDENTS – ACT Thursday Friday Act Two Act Two Act One Scene Three, through p58 Act Two Scene One, through p66-67 Act Two Scene One, through p66-67-72 1c - Explains how the sequence of events and/or relationship creates meaning in the text 1d – makes perceptive and well developed connections between and among a variety of texts 2g – supports arguments with detailed evidence, citing sources of information as appropriate FA: comparison of Fences with Gatsby (?) CO Formative Assessment Key Vocabulary Use realia Label the room Preteach vocabulary Connect two Word sorts Concept maps Picture dictionaries Dramatize vocabulary Lesson for 1st Time Instruction (How best might we learn?) I Do Modeled tasks Think Aloud Modeled Writing Read Aloud + Think Aloud Visualization Story Frames Modeled Brainstorming I will explain how the relationship among the essential concepts creates the authors approach by creating a timeline of events so far in Fences. Timeline of events so far in Act I Sequence of events 1. After DGP, I will have students take out all of their materials for Fences – character tracking sheet, etc. 2. I will model for I will explain how relationships create meaning in the text by editorializing on the relationships between characters in an SCR. NO STUDENTS – ACT I will make perceptive and well-developed connections between a texts by comparing Troy Maxson to Jay Gatsby. I will support an argument with detailed evidence by connecting evidence from the text with themes in an organizer and SCR. Use of background information to editorialize on character relationships Editorial NO STUDENTS – ACT Written comparison of Troy Maxson to Jay Gatsby SCR – themes and support NO STUDENTS – ACT Comparison Tragic hero Tragic flaw Theme Evidence 1. After DGP, I will have students take out all of their materials for Fences – character tracking sheet, etc. 2. I will model my NO STUDENTS – ACT 1. After DGP, I will present students with the definitions for “tragic hero” and “tragic flaw” 2. I will list the definitions on 1. After DGP, I will have students take out all of their materials for Fences – character tracking sheet, etc. 2. I will refresh the students how I would review what we’ve read so far, and make a short list of at least two events from the story on the board (this is separate from the list on the organizer sheet). 3. I will tell the students that they have ten minutes to work in groups to come up with at least four more events to put on their own lists (each student must have a separate list). -- After the group activity and whip around, I will continue reading the play with the students so that we can continue to discuss themes, characters, and development of each. 3. 4. 5. 6. 7. reading of the play, thinking aloud to demonstrate how I come to conclusions about characters and themes. After modeling, I will have the students work in groups to read the play, continuing where I left off. I will form a small group of students, and the class will continue to read and track information for 20 minutes. I will call the class back together and present the students with the definition of “editorial.” I will have students turn to their partners and explain what the definition of “editorial” is. I will tell students that 3. 4. 5. 6. the board, and then provide students with a model for how to create a tchart on their own paper. I will have them write the definitions at the top, and then make the t-chart below. I will model filling in the beginning of the chart, giving them at least one example of how Gatsby was a tragic hero, and at least one of how Troy Maxson is, specifically focusing on the “tragic flaw” I will release students to work in groups for 20 minutes, allowing the groups time to come up with more examples of how Gatsby and Troy fit the archetype for a tragic hero. I will form a students’ memories regarding the definition of theme, as well as the different themes in the novel (see information posted on the wiki re: themes – those are the themes I discussed with my students) 3. I will have students spend five minutes quietly reviewing the information they have for themes (my students have it on a notecatcher). 4. After the five minutes, I will have students discuss the different themes with their table groups. 5. I will model connecting at least two actions of characters with a theme (or We Do SQP2RS (Survey, Question, Predict, Read, Respond, Summarize) Heads Down (Butts Up) Carousel Concentric Circles Gallery Walk Jigsaw Round Table Round Robin Interactive writing Brainstorming Reciprocal teaching Socratic Seminar 1. I will allow the students to work in groups for ten minutes to come up with four more events to put on their timelines. 2. I will call the class back together and conduct a whiparound to make sure that all students have similar events on their timelines. 3. I will require, if a student does not have an event, that they write it on their their final task for the day is to write an editorial on one of the characters in Fences – to explain their strengths and weaknesses, to comment on their behavior, to make a prediction for their actions for the rest of the play. 1. Students will work in groups to read the information and track it on their sheets 2. Students will explain the definition of “editorial” to each other. NO STUDENTS – ACT small group based on student need. 7. I will allow students the time, and then call the group back together, asking for one student volunteer from each group to come up and write their information on the example tchart on the board. 8. As the students write the information, I will ensure that all other students write the information on their t-charts they do not already have. 9. Following this activity, I will direct the students to use their comparison chart to plan their SCR to the question, “How are Troy Maxson and Jay Gatsby both two) from the theme list, making a chart on the board so I model for the students how to organize their thinking and connections. 6. I will direct students to work for 10 minutes with their table groups to find at least two more examples of characters demonstrating the themes of the play – they must find separate examples (at least two different themes, not the same theme I found and their examples cannot be the same theme). 7. After students have worked together, I will bring the class back together and conduct a whip-around to make sure each You Do Small Skills Group Pull Outs Journaling Individual or Interactive Selective underlining 2-Column Notes/ Cornell Notes Jigsaw Gallery Walk Role Plays Group Summaries Double Entry Journals Socratic Seminar Closure Review Content and Language Objectives Summarize Response Boards Individual reflection journal Cloze activity Outcome Statements Differentiation for struggling or advanced learners: Resources: timeline. 1. Students will continue to write information on their tracking sheets as I continue to model reading and thinking aloud for them (this is when we continue reading after the we-do). Students will write an exit ticket listing the events they catalogued, as well as one prediction for what will happen next. tragic heroes?” 1. Students will individually write an editorial about a character of their own choosing, including all of the elements listed above, as their exit ticket for the day. NO STUDENTS – ACT Students will each write an editorial about a character of their own choosing, including all of the elements listed above, as their exit ticket for the day. NO STUDENTS – ACT NO STUDENTS – ACT NO STUDENTS – ACT ** My current plan is to collect all of the written responses at the end of the week rather than day-by-day. Students will compose individual responses to the question, “How are Troy Maxson and Jay Gatsby both tragic heroes?” group completed the task, and to ensure that students can check their answers (they will have to list the examples they do not already have). 8. After all students have written down the examples of theme, I will direct them to write the exit ticket for the day. Students will write an SCR in which they connect the evidence from the text with an explanation of the themes.