FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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WICOR Lesson Plan
Course: 11th Grade AVID Period(s): 7.
Date: November 19th 2015
WICOR: Focusing on “Synthesizing
Learning through Midterm” –
Writing
Instructor:
Ms. Soni
Synthesizing Learning through
Midterm
-10th Grade Day 58
Aim/Instructional Outcome: (The student will be able to): • Students will be able to synthesize their
learning in order to master their understanding of pertinent AVID strategies within their midterm
examination.
Standards and Essential Question:
•CCSS.ELA-Literacy.CCRA.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.
•CCSS.ELA-Literacy.CCRA.R.3 - Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.
• CCSS.ELA-Literacy.CCRA.R.5 - Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other
and the whole.
* Indicates an optional activity, which can be shortened or removed, based on time constraints
Standards and Essential Question:
•10-WRI.B1 Refine strategies to write effective paragraphs
• 10-WRI.B4 Incorporate transitions to improve flow within a paragraph and logically tie together
academic arguments
•10-WRI.B5 Support arguments and claims of evidence using textual sources
•10-WRI.C2 Develop and strengthen writing through the creation of an argumentative essay
Topic: Synthesizing learning through a midterm examination
• EQ: “How can we apply our learning of AVID WICOR strategies to our midterm examination?
Vocabulary (for active Word Wall):
Syllogism, Philosophical Chairs Discussion, Argument, Claim, Evidence, and Reasoning
Instructional Materials/Resources:
-Sticky notes
-Markers
-Cornell Notes
-Binders
-Articles on What is Your Life’s Blueprint? in the classroom
-Cornell Notes format
-SMARTboard; laptop with PowerPoint software; articles regarding the Cyberbullying article which
students will annotate within their perspective tables
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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DO NOW/ Quickwrite: Please take out your binder and
turn to your SBL section, you will have a binder check
right now and we will review the 20 SAT vocabulary
words which will be on the midterm exam.
5-7
min
Mini lesson: (10 min)
1.
2.
3.
Students will work on defining their twenty
vocabulary words as well as their argumentative SAT
response to one of the four prompts that they have
been presented with.
Students will work on creating sentences for each of
the words that they have been shown.
Students will be split up into two different groups in
order to review for their AVID midterm.
15
min
Instructional
Grouping:
Differentiation
Strategies:
5This will be
- determined
7once I have
the students’
mARIS
i information.
n
s-Students
Hwho are
1level 2 will
5collaborate
oon reading
wand writing
strategies
with level 4
students and
level 1
students will
collaborate
on those
same
WICOR
strategies
with level 3
students.
I will take note of student’s
information according to Aris
as well as the student’s IEPs.
Students will be based into
groups according to their
learning styles and their needs.
-Students
will work
together
because of
their diverse
learning
styles.
Student who
is more of a
visual
learner who
will balance
out the
others’
kinesthetic
learning
styles.
-Students will verbally address
their opinions through a
philosophical chair discussion
and will have the opportunity
to perform kinesthetically by
changing their seat if another
classmate has swayed their
points of view.
I will take note of student’s
information according to Aris
as well as the student’s IEPs.
Students will be based into
groups according to their
learning styles and their needs.
-Students will verbally address
their opinions through the
reciprocal teaching discussion
and will have the opportunity
to perform kinesthetically by
changing their seat if another
classmate has swayed their
points of view.
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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- The
teacher will
work
specifically
with student
X regarding
the behavior
and
regarding
prompting,
spelling,
punctuation,
redirection,
and specific
organization
al skills
which are
necessary
for the
students to
flourish in
class. Some
of these
organization
al skills
include,
cornell
notetaking,
textual
analysis,
binder
checks,
notebooks
checks, and
classroom
attendance
in its
entirety.
Student Work Period/Learning Activity: Guided
Practice (“We do) and Independent Practice (“You
do”) (20 min)
20
min
T
h
Higher Order Questions:
(Bloom/Webb/ Costas Levels of
Thinking)
1) How is deductive reasoning
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
- Independent work:
1) Students will work on their twenty vocabulary words
by writing down important vocabulary words which
will be on their midterm.
2) Students will create sentences for their vocabulary
words.
Summary: 4. Your Ticket Out the Door!
What impacted your argument the most: the essay or
your own personal beliefs?
-This is something that students can share verbally with
you as they exit your classroom, passing by you at the
door.
5
m
i
n
s
Soni 4
connected to the elements of an
argument?
2) How can we create our own
syllogisms?
3) How can I change the ways in
which other people think?
4) Do you believe that you have the
power to change someone’s mind?
5) How can you change someone’s
mind?
Reflection on Lesson
How will you change this lesson in the
future? I will continue to differentiate
within my classroom for each of my
students and place students into
differentiated groups which will change
over time.
How will your evaluation of today’s
assessment inform future instruction?
-Students will be placed into
differentiated groups and will be able to
change these groups based on their
understanding of the content over time.
-Students will have the opportunity to
use textual evidence to make sure that
they are supporting the claim, but as the
meditator it is my duty to make sure that
each of the students are focused and are
participating in the discussion; whether
it is through writing or through verbal
response.
-Teacher will monitor student behavior
and the students’ use of textual
evidence throughout the lesson.
Wicor Lesson Plan
W
AVID Method
Writing
How will students use writing
as a tool of learning?
Strategies
-Students will use their
costas levels of thinking
sheet in order to create
questions and to use those
questions of confusion in
Students will Produce…
-Students will produce level
2 and 3 questions along with
their TRFs.
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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order to fill out their TRFS.
I
Inquiry
What questions will I ask?
How
will I facilitate students
asking
questions and encourage
higher level thinking?
C
Collaboration
How will I facilitate student
collaboration?
O
Organization
How is organization part of
the lesson? What tools will
students use to ensure
organization?
R
Reading
What will students read?
What strategies will I use to
facilitate critical reading?
-I will ask students to think
about the meaning of
important words through
Costas levels of thinking.
1) How is deductive
reasoning connected to
the elements of an
argument?
2) How can we create
our own syllogisms?
3) How can I change
the ways in which other
people think?
4) Do you believe that
you have the power to
change someone’s mind?
5) How can you change
someone’s mind?
-Students will work together in
creating higher order thinking
questions after we go over Costas
levels of thinking.
-They will work on their claimevidence-and reasoning sheet
together as a class.
-Students will remain
organized based on allotted
time limits as well as a
stopwatch/ cellphone timer
which will calculate the
amount of time students
have for the discussion as
well as the reflection
independent work.
-Students will have fifteen
minutes to discuss the article
and five to seven minutes for
the share outs.
-Lunchroom Murder Case and the
Case of the Dead Musician
-I will have students turn
and talk to each other before
they share out as a whole.
-Costas levels of thinking,
TRF.
-Students will begin to have
their binders organized with
cornell notes in each section
as part of their development
throughout the year. I will
model the types of questions
the students will have in the
left hand corner on the right
hand side, while the lesson
will be the meat of their
work.
-Students will have the
informational text
highlighted by writing down
the controlling idea, their
views, circling key words
and phrases which they do
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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not understand as well as
highlighting important
quotes or phrases that have
resonated with the students.