FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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WICOR Lesson Plan
Course: 12th Grade ICT ELA Lesson
Plan Period: 3, Room 109.
Date: February 2nd 2016
Instructor(s): Mr. Furnell and Ms.
Soni, Ms. Winston
Aim/Instructional Outcome: (The student will be able to):
Objective: SWBAT be able to analyze text and answer guiding questions by supporting their assertions using valid
reasoning and evidence as evidence by their analysis of a passage within their cornell notes.
Topic: Utilizing Context Clues
EQ: How can we utilize context clues as well as textual evidence in order to cite evidence from the passage about
Sherlock Holmes?
Common Core Learning Standards:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex ACCOUNT; provide an objective summary
of the text.
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings
or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Vocabulary (for active Word Wall): Claim, Evidence, Reasoning, Counterclaim, Rebuttal, Conclusion, Accustomed,
Puerile, Acquire, Inconceivable
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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Instructional Materials/Resources: SMARTBOARD, Passage and Powerpoint on Sherlock Holmes
Texts, graphic organizer, pen, paper, syllabus (curriculum map), composition notebook, and power point.
DO NOW/ Quickwrite:
Time
Please define and provide a sentence for the following
words:
5 mins
1)Acquire
2) Puerile
3)Accustomed
4) Inconceivable
Mini-Lesson with Modeling: (“I do: Ice breaker Activity:
Mini lesson:
-Mr. Furnell will go over the meaning of specific words and
phrases mentioned in the passage as the students are
highlighting the text with their highlighters. The teacher
will specifically highlight the words that were mentioned
in the DO NOW so that students are able to recall the
meanings of these particular words and phrases.
-Ms. Soni will walk around the room in order to ensure
that students are on task and are completing their cornell
notes.
-Students will receive an in-depth presentation on the
passage by focusing on context clues in order to
understand the central idea surrounding the main
character of the passage.
Guided Practice: -Students will be presented with
information about the 5 W’s and will need to recreate the
Instructional
Grouping:
Differentiation
Strategies:
- Instructional
Grouping:
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 who are
level 2 will
collaborate on
reading and writing
strategies with level
4 students and level
1 students will
collaborate on
those same WICOR
strategies with level
3 students.
-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 who are
kinesthetic will view
the word sort activity
as a game in which
they will have to find
similar words which
reflect the specific
mood as the word
above it in the box.
-Students have a
graphic organizer in
which they can use in
order to help them
identify important
words and phrases
mentioned within the
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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power point.
graphic organizer.
-As the students review the text, they must select and fill
in the organizer AS DIRECTED.
- Ms. Winston will
work specifically
with student X
regarding the
behavior and
regarding
prompting, spelling,
punctuation,
redirection, and
specific
organizational skills
which are necessary
for the students to
flourish in class.
Some of these
organizational skills
include, cornell
notetaking, textual
analysis, binder
checks, notebooks
checks, and
classroom
attendance in its
entirety.
-This assignment is worth 4 points according to the SBL
assessment but the graphic organizer is worth half of
those points (50%) of their cornell note grade.
-Students will then exchange with partner.
-Return/share/discuss.
- H1**MEDIAL ACTIVITY: Students will be prompted to
1) Create the G.O. chart in their notebook
2) AS THEY ARE WATCHING/READING, record THREE
ITEMS in any fashion they see fit. After THE MEDIAL
ASSESSMENT, they will move on to the FINAL ACTIVITY.
-Students will use the
the different scenes as
a visual cue in order to
answer each of the
questions within this
two day lesson.
-Students such as
Leonardo and Jason
will receive assistance
in organization and
note taking with
teacher assistance and
prompting. Specific
students will receive
one on one teacher
help in regards to the
organization of words
and phrases within
their graphic
organizers.
-Student E and L
will work with Ms.
Soni on choosing
from a variety of
graphic organizers,
styles of recording,
and questions.
Student Work Period/Learning Activity: Guided Practice
Time:
Higher Order Questions: (Bloom/Webb/
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
(“We do) and Independent Practice (“You do”)
20 mins
Independent work:
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Costas Levels of Thinking: )
Checking or Understanding:
-Students will record each of the four vocabulary words
and definitions being projected on the board. They will be
called to relate the terms to the content material.
1) What had the “landlady become
so ACCUSTOMED to”?
2) Why might the “Science of
Deduction and Analysis is one
which can only be ACQUIRED by
long and patient study”?
-I will prompt students to SHARE out their unit content
related sentences.
-Students will view a brief clip to prime them for the
content material.
3) How can we evaluate how
“exercise” be considered
“PUERILE”?
-They will be called to record information in their graphic
organizers.
4) How can we compare and
contrast inconceivable with the
other three words?
H2**FINAL ACTIVITY: review the text and answer the
guiding questions using evidence from the text. The
answers will be assessed by THE FINAL ASSESSMENT
RUBRIC.
**Students are paired according to grade level.
Summary: Answer EQ question.
Time
Reflection on Lesson
5 mins
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.
Assessment: In the notes section of the cornell notes:
-We will, post assessment, return to the AIM question.
Students will have a chance to consider it and share their
responses.
*This lesson contains a variety of SAT level words that can
help the students enhance their in-progress college-level
choice essays. I will ask them how we can utilize these
words in those essays.
How will your evaluation of today’s
assessment inform future instruction?
Students will be placed into differentiated
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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groups and will be able to change these
groups based on their understanding of the
content over time.
-Students will have the opportunity to
collaborate with each other regarding the
facebook activity and understand the process
of chronology/sequence of events, having
empathy for characters, and so forth
throughout the play.
WICOR Lesson Plan
AVID Method
Strategies
Students will Produce…
W
- Students will write information on
specific definitions and sentences for
the vocabulary that they are
presented to from the passages.
-Students will produce a cornell note
with vocabulary, definitions,
sentences, and a graphic organizer on
the 5 W’s within their cornell notes.
Writing
How will students use writing
as a tool of learning?
-Students will work on the graphic
organizer which meets their needs.
I
-I will ask students:
Inquiry
What questions will I ask? How will I
facilitate students asking
questions and encourage higher level
thinking?
1) What had the “landlady
become so ACCUSTOMED
to”?
2) Why might the “Science
of Deduction and Analysis
is one which can only be
ACQUIRED by long and
patient study”?
3) How can we evaluate
how “exercise” be
-Students will answer some of these
questions in order to build on their
understanding of the story within
their cornell notes.
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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considered “PUERILE”?
4) How can we compare and
contrast inconceivable
with the other three
words?
C
Collaboration
How will I facilitate student
collaboration?
-Students will work collaboratively in
this activity. I will have students
become either a: 1) researcher: This
student will research specific
evidence, quotes, and evidence from
the play to place within the profile.
answers to questions, and summary
section of cornell notes.
2) Time keeper: This student will
keep track of time left in the group
activity.
3) Scribe: This individual will write
down the evidence found by the
researcher with minimal grammar
mistakes within the activity.
O
Organization
How is organization part of the
lesson? What tools will students use
to ensure organization?
R
Reading
-I will introduce Cornell notes, and
how they will use this within their
binders as a tool in order to take
notes. I will also make sure that my
students know that they have folders
in my home base classroom which
will track their writing over the
course of the entire year. -I will keep
a timer on the board in order to help
students transition between each
part of the activity.
-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.
-Guided Notes powerpoint on the
context clues, vocabulary, and the
-Students will produce written
answer to the guided questions,
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
What will students read? What
strategies will I use to facilitate
critical reading?
Sherlock Holmes passage.
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definitions and sentences to SAT
vocabulary, and an exit slip on what
they have learned that day from the
class objective.