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Pat Rademacher's Lesson Plans Tuesday

English 9A Lesson: What purpose do you have in connection to your students, course goals, and standards? The primary purpose of this lesson is to introduce MLA skills, particularly in-text citations, to my students. Not only is this connected to the CCSS and course goals, but it's a vital skill to learn for college and writing papers in general. Why this way? Having students use Chromebooks is a way for them to learn technological skills and to work at their own pace. Rather than giving them notes on MLA, I prefer having them learn them in a manner where they have to apply the knowledge. Also, using the Odyssey as a guide for completing in-text citations introduces them to more difficult and unique requirements within MLA, showing them how diverse the process can be. Objective(s): SWBAT demonstrate proper use of in-text citations and other aspects of MLA format through a Google Drive worksheet shared with me. SWBAT question , compare, contrast, choose , and write whether Odysseus's actions towards Polyphemus are heroic or not through a writing prompt on the Google Drive worksheet. SWBAT explain and describe different aspects of MLA and why they are important though the Google Drive worksheet. English 9A Expectations: The Reading Experience: Students will... read actively, critically, and regularly. take notes reflect, identify, and discuss purpose. read fiction. The Research Experience: Students will... independently explore primary sources for the purpose of learning new information. evaluate primary sources for credibility. use the rules of MLA citation for assigning credit to sources. make references to primary sources within independent reports. The Technology Experience: Students will... utilize school sponsored Google programs for communication and publishing. The Fiction Experience: Students will... explore methods of characterization used by storytellers. identify strategies utilized by storytellers in developing plot. Assessment Activities: How will you determine what the students know and are able to do during and as a result of the lesson? At the beginning of class, I will instruct students using the computer and projector on how to access the

November 5, 2013
8:55 am - 10:05 am

Pat Rademacher

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online assignment. While students are working, I will know what they know and what they need help with by circulating around the room to answer questions and observe progress. At the end of the lesson, I will be able to assess their worksheets since they will be shared with me through Google Drive. As a result of this lesson, I will know if students know how to properly use in-text citations and direct quotes in MLA and how well they are able to apply them in a constructed response. Learner Factors: How does this lesson accommodate different development levels of students? This lesson accommodates different development levels by letting students work at their own pace. Also, I can take time to work with students struggling and possibly instruct students to help one another as well. Lastly, this may be helpful to students whom work better on computers versus writing. Instructional Materials and Resources: Whiteboard Markers Computer Projector Chromebooks

Prior to Class: Get Chromebooks at Media Center; make sure all technology is ready; write on agenda: Guess Who; MLA/Cyclops Activity 5 Minutes: Guess Who 3-5 Minutes : Instruct students to grab a Chromebook from the cart. 3-5 Minutes: Give class a brief explanation of what the activity is about to entail; I will tell them the importance of MLA and how essential it is to know in college and to use it correctly. Although they will be discovering the information for MLA on their own, I want to give them a brief background verbally to scaffold them into the assignment. 5 Minutes: Go over to the computer and turn on the projector. I'll ask the class to follow me as I show them how to get to the class website and find their link for the assignment. From there, I will read them the instructions at the top of the worksheet for clarification of their first task. Rest of Class: I will circulate around the room to answer questions and to assess students work. If I see a student is doing the worksheet improperly or inadequately, I will be sure to push them in the right direction. I believe many students will have questions at different points in the worksheet. If it gets to the point where there are too many questions for me to handle at once, I will instruct students to help out one another. Once three minutes or so remain in class, I will instruct students to put away the Chromebooks. If for any reason students finish this assignment before class, they can continue on their reading packets. If somehow all students finish before class, I will show them a YouTube clip of the Cyclops from the Odyssey TV series. Standards: RL.9-10.1.: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.10.: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. RL.9-10.3.: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the

Pat Rademacher

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course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-10.6.: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. L.9-10.2.: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.3.a.: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and writing type. W.9-10.1.: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.2.b.: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. W.9-10.4.: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.9-10.6.: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. W.9-10.8.: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-10.9.: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Pat Rademacher

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