Instructor: K. Bradley Content Area: Survey of Literature Rooms: 352 Week: No



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Standards-Based Weekly Lesson Plan for Course/Content Area
Instructor: K. Bradley Content Area: Survey of Literature Rooms: 352 Week: Nov. 8th-12th



UNIT OUTCOME(S):


Upon completion of Unit 3: Narrative/Identity Writing, students will be able to effectively write a narrative essay with a strong thesis statement and appropriate transitions and grammar. (Monday is a completion of Unit 2: Nonfiction and Unit 3: Narrative Writing will be introduced on Tuesday).

ESSENTIAL QUESTIONS:

To what extent does narrative writing help us to reflect upon our experiences; To what extent does narrative writing reveal facts about our culture and family; Why is a thesis statement the most important aspect of an essay?


Resources (Materials/Texts/Visuals/Technology):

Primary text: Prentice Hall: Gold Level; handouts: grammar exercises; essay prompt/assignment

CONTENT STANDARDS: Performance Descriptors (only):

Apply listening skills in practical settings (e.g., classroom note taking, inter­personal conflict situations, giving and receiving directions, evaluating persuasive messages), Expand knowledge of word origins and derivations and use idioms, analogies, metaphors and similes to extend vocabulary development, Read age-appropriate material with fluency and accuracy, Summarize and make generalizations from content and relate them to the purpose of the material, Use standard English to edit docu­ments for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.

COLLEGE READINESS SKILLS:

Determine the need for punctuation and conjunctions to avoid awkward-sounding sentence fragments and fused sentences, Solve such grammatical problems as whether to use an adverb or adjective form, how to ensure straightforward subject-verb and pronoun-antecedent agreement, and which preposition to use in simple contexts, Show adequate use of language to communicate by correctly employing many of the conventions of standard English grammar, usage, and mechanics, but with some distracting errors that may occasionally impede understanding using appropriate vocabulary using some varied kinds of sentence structures to vary pace


MODIFICATIONS AND ACCOMMODATIONS (for the week):

Additional time and further assistance will be given to students who need it. Students will also be allowed to work with a classmate who has mastered the skills.

Examples of Instructional Activities and Strategies: (i.e. demonstration, explanation, discussion, lecture, lecture—discussion, case studies, cooperative learning, discovery learning, problem based solving, scaffolding, please be specific )

Explanation; discussion; cooperative learning






MONDAY

Daily Objective:

Knowledge: What the students will know…



60% or more of students will know how to analyze the tone of texts and write an analytical paragraph while following O.E.A. format.

Skills: What the students will be able to…

60% or more of students will be able to analyze the tone of texts and write an analytical paragraph while following O.E.A. format.

Activities and Strategies

  1. Bell Ringer--Identify the parts of a sentence (subject and predicate). Students will review a bell ringer they struggled with.

  2. I will monitor students’ completion of peer assessment of analytical paragraph.

  3. Students will work in pairs to peer their peers’ analytical paragraph by comparing it to a checklist. The writing task (homework for weekend) was an analysis of the tone of a nonfiction essay, “Getups” by Maya Angelou. Students will write one body paragraph while using the O.E.A. format.

CLOSURE-Students will summarize the day’s activity (orally) and review directions for homework (if applicable).

Alternative Instructional Activities and Strategies: (anticipating student confusion, please include other strategies to help students who do not understand after the first set of instructional activities and strategies)

I will assist students who struggle with assessing peers’ paragraphs by reviewing the checklist and providing further explanation of the elements that should be present in the paragraph.

Homework: (Not a completion of class activities!)

Students will make revisions to paragraph based upon peer assessment (if needed).




TUESDAY

Daily Objective:

Knowledge: What the students will know…



60% or more of students will know how to write an effective narrative essay (5 paragraphs).

Skills: What the students will be able to…

60% or more of students will be able to write an effective narrative essay (5 paragraphs).

Activities and Strategies

  1. Bell Ringer- Identify the parts of a sentence (subject and predicate).

  2. I will monitor students brainstorming and development of a thesis statement and three main points for body paragraphs.

  3. Students will take brief notes on the writing process: Brainstorm, Draft, Revise, Edit, Publish and the parts of an essay. Upon completion of taking notes, students will begin to brainstorm and develop a thesis statement for narrative essay/prompt: Think about an event in your life that seemed bad but turned out to be good. Maybe you got injured and while you were waiting for your broken leg to heal, you learned how to use a computer. What makes the event change from bad to good may be something that you learned as a result, something that you did differently as a result, or something that happened that wouldn't have occurred otherwise. Tell the story of the event that you experienced and help your readers understand how an event that seemed negative turned out to have valuable consequences.




Alternative Instructional Activities and Strategies: (anticipating student confusion, please include other strategies to help students who do not understand after the first set of instructional activities and strategies)

I will assist students who struggle with developing a thesis statement by providing additional examples of a thesis statement.

Homework: (Not a completion of class activities!)

Students will write the complete introduction paragraph of narrative essay.




WEDNESDAY

Daily Objective:

Knowledge: What the students will know…



60% or more of students will know how to write an effective narrative essay (5 paragraphs).

Skills: What the students will be able to …

60% or more of students will be able to write an effective narrative essay (5 paragraphs).

Activities and Strategies

  1. Bell Ringer- Identify the parts of a sentence (subject and predicate).

  2. I will monitor students’ completion of body paragraphs of narrative essay.

Students will write the first body paragraph for narrative essay. Students use the handout on transitions to assist them with writing the paragraph.

Alternative Instructional Activities and Strategies: (anticipating student confusion, please include other strategies to help students who do not understand after the first set of instructional activities and strategies)

I will assist students who struggle by providing step by step assistance with writing paragraphs.

Homework: (Not a completion of class activities!)

Students will write paragraphs 2 and 3 of the body of narrative essay.




THURSDAY

Daily Objective:

Knowledge: What the students will know…






Skills: What the students will be able to …




Activities and Strategies

No School. Veterans Day

Alternative Instructional Activities and Strategies: (anticipating student confusion, please include other strategies to help students who do not understand after the first set of instructional activities and strategies)




Homework: (Not a completion of class activities!)

None




FRIDAY

Daily Objective:

Knowledge: What the students will know…



60% or more of students will know how to write an effective narrative essay (5 paragraphs).

Skills: What the students will be able to…

60% or more of students will be able to write an effective narrative essay (5 paragraphs).

Activities and Strategies

  1. Bell Ringer- Identify the parts of a sentence (subject and predicate).

  2. I will monitor students’ completion of conclusion paragraph.

  3. Students will write the first conclusion paragraph for narrative essay. Students will continue to use the handout on transitions to assist them with writing the paragraph.

Alternative Instructional Activities and Strategies: (anticipating student confusion, please include other strategies to help students who do not understand after the first set of instructional activities and strategies)

I will assist students who struggle by providing step by step assistance with writing paragraph.

Homework: (Not a completion of class activities!)

Students will make revisions and edit and compile parts into a draft of the narrative essay.






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