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Artifact Two

Artifact Two

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Published by Shoshanna Shaoul
By: Shoshanna Shaoul
By: Shoshanna Shaoul

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Published by: Shoshanna Shaoul on Feb 14, 2013
Copyright:Attribution Non-commercial

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02/14/2013

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Daily Lesson Plan

Period(s): 4 (74 mins)

Date: 2/13/13 Class: Sophomore DPE

Learning Objectives:
• • •

What will the students know/be able to do as a result of this lesson?

Students will be able to........ Display comprehension of novel by sharing annotations Work on fluency skills Practice signposts (good annotating)

Teacher Goals:

What strategies will you work on as a teacher?

Clearly giving directions

Materials:
For students: (handouts, previous assignments, tests, etc.) • 4-square sheet from LWFC For teacher: (lecture notes, answer keys, overheads, video, lists of questions, etc.) • • Lesson plan 4 square
How are you going to get the students to recall yesterday’s lesson and how it relates to what you are doing today? How will you capture student attention?

Introduction:

Introduction Time Frame •

Introduction Activity Description WRITE ON BOARD: Agenda: Finish “December” SSR and strategies 20 strategies due by 2/28. One Pink Line discussion today during 1/6/8. Homework: SSR and strategies. “December” bell ringer tomorrow. Buy Of Mice and Men

10 mins

Instruction: Include time estimates for each of your activities and also plan for regular checks for understanding.
Instruction Time Frame • • • 64 mins • Instruction Activity Description Finish reading “December” as a class. Read aloud, allow them time to annotate, go over annotations/signposts. SSR and strategies Take pages. CHANGE: o Instead of me reading aloud to the class, have students sit in teams and read the remainder of “December” with and to each other o Students will take turns reading the chapter aloud and stop every page or so to annotate and look for “juicy” signposts o Have students work in teams (of 3) leaving 20 minutes remaining of the period to come together as a class and discuss the signposts they found, going page by page. o Remind students that when they read, they should think of themselves as the voice-over for the book-on-tape for Like Water for Chocolate. They need to think about how fast or slow they are reading, the tone they want to evoke, and their expression. o Give team point for “juicy” signposts.

Closure:

How will you tie the lesson together and reemphasize the concepts presented? How will you know if your students “get it” by the end of your lesson?

Closure Time Frame •

Closure Activity Description Go over homework: BR tomorrow, SSR, buy Of Mice and Men

2 mins

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