Teacher: Wendy Kempe/Donna Gordon



Download 23.32 Kb.
Date conversion25.04.2018
Size23.32 Kb.

Teacher: Wendy Kempe/Donna Gordon

Semester: II

Subject/Grade: GT/Pre-AP & On-level ELA

Week of: April 2-5, 2012



Weekly Lesson Plans




Daily Plans and Activities for Monday


GT/Pre-AP ELA

Objective:

  1. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students will be expected to analyze the function of stylistic elements in traditional and classical literature from various cultures 6.3 (B)




  1. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to follow the research plan to collect data from a range of print and electronic resources and data from experts. 6.23 (A)



  1. Students will determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 6.2 (A)




  1. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to write imaginative stories. 6.15 (A)





  1. Students use a flexible range of metacognitive reading skills in assignment/independent reading to understand author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Fig. 19



On-level ELA

Same with differentiation

Procedure:

Copy plans

DEAR—10 minutes


  1. STAAR Practice-

  • Students will synthesize information from a short passage and answer STAAR-like questions, students will grade and discuss answers.




  1. Read the Tall Tale, “Uncle Septimus’s Beard” p. 738

  • Discuss Big Question, Why do we exaggerate?”

  • Discuss the stylistic elements of a Tall Tale in the story.

  1. Word Wall 6.17 –6.18




  1. Students will share myths with the remaining class time

GT – Check Syllabus






Evaluation: informal assessment


Daily Plans and Activities for Tuesday

Objective:


  1. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students will be expected to analyze the function of stylistic elements in traditional and classical literature from various cultures 6.3 (B)




  1. Students use a flexible range of metacognitive reading skills in assignment/independent reading to understand author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Fig. 19




  1. Students establish purposes for reading 6.Fig 19 (A)




  1. Students will make inferences about text and use textual evidence to support understanding. 6.Fig 19 (




Procedure:


  1. STAAR Practice;

  • Students will synthesize information from a short passage and answer STAAR-like questions. Students will grad and discuss answers.




  1. Read “ Damon and Pythias” and “ Arabian Nights” p. 732

  • Students will discuss the big question, “What is true friendship?”

  • Students will discuss the similarities and differences in the setting, characters and plot of the play and those in a film.

  • Students will read and act out the play


  • Students will create a Venn diagram comparing the two selections

GT – Shakespeare Stealer posters are due today.






Evaluation: informal assessment on Venn Diagram

STAAR-like questions=daily grade






Daily Plans and Activities for Wednesday


Objective:


  1. Students use a flexible range of metacognitive reading skills in assignment/independent reading to understand author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Fig. 19



Students will determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 6.2 (A)







Procedure:


DEAR—8-10 minutes


  1. STAAR Practice;

  • Students will synthesize information from a short passage and answer STAAR-like questions
  • In small groups, students will be given STAAR-like question stems and will create STAAR-like questions over the myths, legends and tall tales read previously in class.


  • The groups will present their questions to the class. Students will answer and discuss questions.




  1. Word Wall Quiz – 6.17-6.18






Evaluation: Daily grade taken on Word Wall Quiz

Diagnostic Quiz=daily grade






Daily Plans and Activities for Thursday


Objective:

  1. Students use a flexible range of metacognitive reading skills in assignment/independent reading to understand author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Fig. 19







Procedure:

Writer’s Notebook:




  1. STAAR THURSDAY—students will take a STAAR practice test in all of their ELA classes.







Evaluation: Daily grade taken on reading passage practice test





Daily Plans and Activities for Friday

Student Holiday











Evaluation:

Informal Assessment

Myths=completion grade







The database is protected by copyright ©hestories.info 2017
send message

    Main page