AASD Lesson Plan 2016-2017

Teacher: Terynce Class: Basic Reading & Writing & Dates: 1/30/17
Advanced Composition

Red: First & Sixth Periods

Blue: Other Periods
Black: All classes
Standards/Unit:

Thinking Maps Unit: Students will work through all 8 Thinking Maps, which represent 8 different ways of organizing their thoughts. By the end,
they should be proficient in all maps (presently, students tend to focus on Circle, Flow, and Tree Maps exclusively) and will be able to identity
and utilize the correct map for their purpose. Maps should also be seen as more of a tool than a requirement (Im using this map because it
helps my writing rather than I made a map because my teacher made me.)

ELAGSE11-12W4: 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.)
ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.
ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with
diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
ELAGSE11-12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grades 11-12.)

Evidence of Learning: Evidence of Learning: Goal Setting/Student Conferencing:

Formative Assessment Summative Assessment
FLP response will be displayed and discussed.
Final Compositions &
Language Planning:- For each activity, indicate what your emphasis will be for the students: Receptive ASL (ASL-R), Expressive ASL (ASL-E), Written
English (WE), or Spoken English (SE)
 AASD Lesson Plan 2016-2017
Thinking Maps - How much they match o Individual conferences will be held, but not this week
identifying the correct the map o Will include specific FLP benchmark data (possibly with Loris
map help) & information from classroom writing assignments
Thinking Maps - MAP information reviewed; goals set
implementation Kendall information reviewed (on-going)
o HS ELA Team meets to score/discuss samples

Topics: Learning Objectives--Students will be able to

Thinking Maps Identify the correct Thinking Map to match the writing task
o Starting with Circle, Flow, and Tree List and use all elements of a Thinking Map correctly (including
frame of reference and color for purpose, as appropriate)
Use a Thinking Map to start and guide the writing process
Check for consistency between map and composition

Purposeful differentiation: Extended and Remediation Vocabulary:

Select students may start with a picture that will then be
labeled/captioned or may include pictures w/in Thinking Map Frame of Reference, perspective, map influence
Frame of Reference typically contains 3 components - where
did the information come from (citation), why is it important,
and what perspective is presented on the map. Not all students
will be required to include the third (perspective)
JR, SB, LP, AN, MF, JH, CM, VN will be provided topics/list of
choices
MT, MT, MN, RM, DR, EB, BT, EM, will be required to include
perspective within the Frame of Reference; they are also likely
candidates for Color for Purpose
Language Planning:- For each activity, indicate what your emphasis will be for the students: Receptive ASL (ASL-R), Expressive ASL (ASL-E), Written
English (WE), or Spoken English (SE)
 AASD Lesson Plan 2016-2017

Purposeful student use of technology: Para use:

Writing and editing journals w/laptops

Written compositions
Google Classroom
FLP
Thinking Map software
Google Drawings

Probing Questions/EQs:

Why do we use Thinking Maps?

How do I independently edit my writing?
What types of questions are answered using a Circle Map / Flow Map / Tree Map?
Does my map match my writing? How do I know?
How do we move beyond the Circle Map?
Which map matches my thinking for this topic?
What type of thinking/information is best shown by a Flow Map?
What do I include in my Frame of Reference?
What is the purpose of transition words?

Language Planning:- For each activity, indicate what your emphasis will be for the students: Receptive ASL (ASL-R), Expressive ASL (ASL-E), Written
English (WE), or Spoken English (SE)
 AASD Lesson Plan 2016-2017
Activities: Reminder: Depth of Knowledge, Differentiation, Innovative use of technology, Cooperative Learning

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Opening/Activator Opening/Activator Opening/Activator Opening/Activator Opening/Activator

5 Free FLP - 5 Free FLP - 5 Free FLP - 5 Free FLP - Friday FLP
Students are different topic, different topic, different topic, but
presented a but same process but same process same process as
different topic or as Monday as Monday Monday
story starter in
Google Classroom
that they have
five minutes to
respond to daily.
Work session Work session Work session Work session Work session

One outstanding Teacher displays Take the writing Compare your Learned this week
detail from his exemplar as a off the map (WE; Circle & Flow Class reviews
weekend (ASL-E) result of his Flow students use their Maps - how are written responses
Journal Topic - Map (WE/ASL-R; maps for they different and provides
students are notes that the compositions. (ASL-E; a feedback
presented a writing provides Some students hodgepodge of
journal topic to more depth than may have already information vs
respond to (WE) the Thinking Map begun this stage) sequential
alone) One-on-One organization)
What transition conferences How did
words do you see regarding current developing your
New Student BRI: TB in my example? map (ASL-R / WE; writing differ? Ultimately, students will
(WE) does my writing Writing from have a collection of
Language Planning:- For each activity, indicate what your emphasis will be for the students: Receptive ASL (ASL-R), Expressive ASL (ASL-E), Written
English (WE), or Spoken English (SE)
 AASD Lesson Plan 2016-2017
Another student joining? Students add match my map, Circle Map vs samples of all the maps
transition words do my transitions writing from Flow plus associated writing.
HM new class. to their maps or make sense - is Map; examples
directly to their my writing easy to [transitions] (ASL-
writing (WE) follow) E)
Alternatively, One round of Focused on taking
students will editing/revision, writing off Map
brainstorm time permitting (WE)
transition words - [assigned for hm If finished with
maybe Circle Map also possible] Circle Map &
- and use that to (WE) Composition,
draw on for their introduce Flow
own maps. Map (ASL-R)
Flow Map is Why would we use
displayed as a Tree Map? What
model and is that
juxtaposed with organizational
writing (ASL-R) pattern?
[categories] (ASL-
R; ASL-E)
6th Period will List details,
follow a similar students provide
process, but for a category (WE)
Circle Map. List category,
Emphasis on students provide
strong Frame of topic/question
Reference & a (WE)
strong paragraph; Students list a
DB = 3 paragraphs variety of topics as
Language Planning:- For each activity, indicate what your emphasis will be for the students: Receptive ASL (ASL-R), Expressive ASL (ASL-E), Written
English (WE), or Spoken English (SE)
 AASD Lesson Plan 2016-2017
(WE) a precursor to
Tree Map
development (WE)

Closing/Summarizer Closing/Summarizer Closing/Summarizer Closing/Summarizer Closing/Summarizer

Which map would What is the Importance of What types of Which map would
I have used for my purpose of planning / questions are I have used for
journal? transition words? matching map answered by a FLP today?
Whats in my Where can I insert Tree Map?
frame of transitions? What is the
reference? organizational
pattern for a Flow
Map?

Language Planning:- For each activity, indicate what your emphasis will be for the students: Receptive ASL (ASL-R), Expressive ASL (ASL-E), Written
English (WE), or Spoken English (SE)