Professional Documents
Culture Documents
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.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) Drill questions are answered
Studentswillsharealistoftextfeaturesanddescribetheuseforeach. daily and collected on Friday.
5 min
TurninhomeworkScavengerHuntactivity
Students discussed the trend
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there that developed around the
vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) kidney Transplant Decision
3-5
min
o Whatcriteriadidyouusetomakeyourdecisionsaboutwhowouldgetthe Making Activity. Both 12th
kidneysintheKidneytransplantactivity? Grade classes picked the same
five people.
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?
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:
o 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
15-20
min 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.
Notes:
Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
English 9-12
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice/Small group -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent Practice -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences - Summarizing Text