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Daily Lesson Plan

Teacher: Erin Scafone


Class/Periods: Test Prep
Core
Values:
Rigor
Relevance
Relations
hips
Respect
Responsib
ility

Unit
CC/State/EOC
Standard(s)

Strategies
Auditory
Believer/Doub
ter
Fishbowl
Four-Corners
Debate
Literature
Circles
Roundtables
Socratic
Seminars
Teach-Back
Think-PairShare
Read-Aloud
Think-Aloud

Visual
Guided Note
Taking
Flowcharts
Double-Entry
Notebooks
Sequencing
Maps
Concept Maps
Venn
Diagrams
Foldables
Dioramas
Mobiles
Graphing

Essential
Question

AIM/Objective
(I Can)

CCSS.ELA-LITERACY.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an
author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and
engaging.
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

1. How does an active reader use the content of an


author's craft to understand the impact the writer
has on them as a reader?
2. How does an authors viewpoint impact the text and
the reader?
I can analyze the impact of the authors choices on meaning and tone.

Do Now:
Test Prep uses Do Nows from Khan Academy. It is a grammar question
modeled after the SAT.
(Blooms: Comprehension)
WarmUp: Preparing for lesson.

Each of your groups are reading a speech


Get the text of the speech out and have it on your desk.
You will need it for the following activities.

Connection: Brief verbal statement connecting WarmUp skills to Objective.


Kinesthetic
Gallery Walks
Readers
Theater
Investigations
Games
Floor/Wall
Puzzles

Addresses the WHW of the day--What theyll learn, How they are going to
learn it, Why they are learning it)

We are going to learn that authors make conscious choices when they write in
order to best the purpose they set out to achieve. You are going to learn this
through a series of stations that discuss several different skills that address the
choices the author must make. We are learning this because once you
understand an authors intention you are a better listener, reader, thinker and
consumer.

Model/ Teach/ Guided Practice: Provide lesson steps, explanations,

connection to AIM

1. Get out your texts: Students are either reading


Tyler Durdins Ours is a Spiritual War from Fight Club
Queen Gorgos Address to the Spartan Council from 300
Coach Gary Gaines On Being Perfect from Friday Night
Lights
(ARCH)
2. Pass out choice menu
Students must complete one activity from each box. They must
complete that activity at the appropriate skill station.
(Choice Menu: M.I Visual, Musical, Linguistic; Blooms,
Analysis, Apply,Williams)
3. Students will work at each of the skill based stations.
Authors Purpose
Word Choice
Point of View
Text Structure
4. At the skill station:
Take the corresponding notes
Answer the questions about the text your reading (put the
answers in your Interactive Notebook)
(Interactive Notebooks: MI: Visual, Linguistic)
(Questions: Blooms: Analysis, Evaluation)
And complete the activity off of your choice menu.
5. Going through the 4 stations will take a couple days. Show the students the anchor
activities they should work on if they finish early.
Vocabulary Task Cards
Chart your Test Prep Progress
Active Involvement/ Check-in Assessment: How are you going to check
for understanding?

Conferences with individual students at stations.


Answers in INBs
Activity students choose to complete off of choice menu

Work-Time/ Independent or Group Practice: Provide activity steps,


explanations, and connection to AIM

1. Students work through stations, completing one station at a time.


Closing: Reflecting (Share-out, Journals, Exit Slips)
Reflection: Answer one of the following questions:
1. How does an active reader use the content of an author's craft to understand the impact
the writer has on them as a reader?
2. How does an authors viewpoint impact the text and the reader?
(M.I Intrapersonal)
Extension For Learning (Advanced Learner Accommodations):
Create an assignment(s) aligned to the daily objective for students to work

on/complete in the event they finish early. The extensions should BUILD off of
the work completed earlier in the class.

Texts and materials are based off of student readiness. Advanced learners
are a text that is slightly more challenging than the other texts available. In
addition, choice menu and anchor activities are also selected for advanced
learners.

Anchor Activities: Develop and prepare a series of options in the event


none of the students have any clue as to what you are talking about. Its
always best practice to prepare an escape in the event your lesson plan goes
awry.

1. Use struggling learner accommodations.


(M.I: Visual)

***Homework Assignment (Daily):


None

_____________________________________________________________________
Struggling Learner Accommodations:
1. Students have texts that can be read to them.
2. Students have texts that are at a lower Lexile.
3. Choice menu activities have been differentiated for struggling learner.