Daily Lesson Plan

Teacher:
Subject:

Acree & Blagrove

English IV

Lesson Date: 9/6/12

LDC/Unit Title: 12th
Our Place in the World
Is Progress always a step forward?

CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which
standards are being specifically addressed in this lesson?):

CCSS11-12-.1)

cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inference

drawn from the text including where the text leaves
matters uncertain.
CLG: (1.1.2) Students will use during reading strategies
appropriate to both text and purpose for reading by
reading, visualizing, making connections, and using fix-upstrategies such as re-reading, questioning and
summarizing.

Agenda: (What is the snapshot of my class flow?)

1.
2.
3.
4.
5.
6.
7.

Daily do-now question

Motivation
Discussion and introduction Text Code & Annotation
Small Group AssignmentIndependent Practice--summary
Wrap up activity
Exit ticket

Lesson Learning Target: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)

I can analyze and summarize the text using text codes and two column notes.

TIME

INSTRUCTIONAL SEQUENCE

FORMATIVE ASSESSMENT
Note: A variety of formative
assessments should be used at key
points throughout the lesson.

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)
5 min

Studentswillsharealistoftextfeaturesanddescribetheuseforeach.
TurninhomeworkScavengerHuntactivity

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there
3-5
min

10-12
min

vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)

Whatcriteriadidyouusetomakeyourdecisionsaboutwhowouldgetthe
kidneysintheKidneytransplantactivity?

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge],
shared reading, and shared writing, discussion, writing process.)

&

Informstudentsthattodayslessonisaboutreinforcingtheirunderstandingoftherulesfor
notetakingusingthetextcodingstrategyandatwocolumnnotebooktheywillcreate.
TeacherModels:IDoDeborahsVoicepage13TheImmortalLifeofHenriettaLacks
?=questionsyouhaveofclarificationabout
=informationyoualreadyknewandconnectedwith(makesyousayYeah!

! = you discovered something new, surprising, shocking or fun

* =information seem important, vital key, or memorable
While a designated reader/teacher reads page 13 text, the teacher will model a
think aloud, annotating and coding a text in the two column note book. Teacher
will then use the annotated notes to write a brief summary of that segment of
the text.
Teacher will create a discussion box that scaffolds the big question:
What is progress?

Drill questions are answered

daily and collected on Friday.

Students discussed the trend

that developed around the
kidney Transplant Decision
Making Activity. Both 12th
Grade classes picked the same
five people.
Students will observe the
teachers model and will
only become involved
when recruited by the
teacher.

How can you determine that progress has been made?

What are some areas in your life /society you believe there has been
progress?
With the entire class participating students will take two minutes to turn and
talk with the person sitting next to them and briefly discuss the text read and
decide whether progress was a step forward in Deborahs Voice
Responses will be recorded on the board as following:
Is Progress always a step forward?
Yes for whom /what

No for whom /what

Why

1
2
3
4
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process Big Question Is progress always a forward step?
)

Small groups will annotate the

text with the teacher facilitating
the process.

Following group norms and protocol for Group work Students have specific roles to play within the group
and everyone is responsible for writing his or her own notes.
o

15-20
min

Students will move to their respective groups and continue reading page 14-15
through collaborative group partnerships

As they read students will bear in mind the Big Question As far as the test is able to provide answers to the questions
Is Progress Always a step forward?
In what areas can you conclude that progress has been made?
For whom / what and explain why

o We Do Students imitate teachers process while the teacher

facilitates and interjects where necessary to code and annotate the
information from the text in their own two column note book using
strategies for text coding.
o We Do Students will collaborate with each other in their
respective groups -- alone without the teacher -- in small groups
then among themselves turn and talk to discuss and clarify
information in the text

25
min

Independent Practice: (individual practice, discussion, writing process.)

You Do Students work independently:

ClassworkFoldersarecreatedforstudentsandgivenforthemtoputtheirworkin.

The students will work independently to share their respective sentences,

phrases, words and ideas about the text while they annotate and briefly
summarize the text

Each student will be responsible for coding and recording the entire summary of
the text they have read. The Exam from the text The Immortal Life of
Henrietta Lacks.

As they read students will bear in mind the Big Question As far as the test is able to provide answers to the questions
Is Progress Always a step forward?
In what areas can you conclude that progress has been made?
For whom / what and explain why

Students work independently

to annotate and code the
important take away from the
text in their two column note
book Then briefly summarize
the text.

Evaluate Understanding/Assessment: (How will I know if students have achieved todays objective?)
o

5 min

How did your analysis and summary of the The Exam affect your
understanding of the text and what you anticipated about the text before
reading?

5 min

Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)

Discuss one take away from the text.

Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)

Instructional Modifications:

Exit ticket-- individual

summary

Scaffolding the text and Big question

All documents and activities can be easily modified for special education students.
I.E. fill in some information; highlight/underline items in readings; give clues next to
chart items; students could use pictures/icons that they create instead of only
definitions/examples
Work one on one with students to assist with reading and interpretations of handouts.
Give students extra time to complete assignments
Small group adaptations.
Text read aloud by either teacher or designated student readers
Modeled creation and use of two column notes and text codes during text analysis
Model summarizing main points in a text

SB
RE
DB
AW
MS
SL
SR

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

LCD projector, handouts, Text: The Immortal Life Of Henrietta Lacks,
Notes:

Structure

Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
English 9-12

Whole Group

-Anticipatory guides/sets
-Close Reading
-Text annotation
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share

Guided
Practice/Small group
Independent Practice

-Book/author talks
-Questioning the Author (QtA)
-Think aloud
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences

-Cornell Notes
-Question-Answer-Relationships (QAR)
-Think/Pair/Share
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
- Summarizing Text