CCSS Standard(s): Topic/Theme/Unit:

EFFECTIVE INSTRUCTION/GRR --- LESSON PLAN TEMPLATE “OPENING”

Teacher: • Sets objective & purpose • Identifies standard(s) • Establishes prior learning • Builds background

knowledge, including pre-teaching key vocabulary

All Students: • Can restate objective • Understand the relationship

between current and prior learning

Objective(s): Students will be able to _____________, _____________by _____________. (thinking skill) (content) (product)

“I DO” (Input & Modeling) Teacher: • Demonstrates new learning • Models content and meta-

cognitive strategies • Think-Alouds • Checks for understanding

using active participation strategies

All Students: • Demonstrate active

processing of new information by responding appropriately to teacher cues

“WE DO TOGETHER” (Guided Instruction) Teacher: • Uses a variety of engagement

and active participation strategies to practice new learning with students

• Checks for understanding and provides immediate corrective feedback

All Students: • Demonstrate initial

understanding by responding appropriately to verbal and other cues

Pre-planned Questions/ Prompts/Cues:

Strategies:

CCSS Standard(s): Topic/Theme/Unit:

“YOU ALL DO TOGETHER” (Collaborative Learning) Teacher: • Predetermines grouping

based on identified student needs

• Sets behavioral and procedural expectations for student interaction (i.e. student roles, time, outcomes)

• Monitors, assesses and provides feedback to individuals and groups

• Meets with students for reteaching as needed (more guided practice)

All Students: • Work together to develop

deeper understanding of new learning

• Can explain new learning, with assistance as needed

• Demonstrate an ability to utilize metacognitive strategies previously presented by teacher

“YOU DO ALONE” (Independent Practice) Teacher: • Monitors students working

independently or in pairs (if in class)

• Assesses student mastery of content

• Intervenes with struggling students as needed through individual or small group instruction

All Students: • Work independently to apply

new learning • Demonstrate mastery of new

learning

“CLOSURE” Teacher: • Restates objective • Informally assesses

attainment of objective (i.e. ticket out the door)

All Students: • Can restate objective • Can self-assess and reflect

upon learning

Date(s): STANDARD/OBJECTIVE: BELL RINGER: ESSENTIAL QUESTION(S): ESSENTIAL VOCABULARY: INTRO: (Strategy/Resources) I DO: (Strategy/Resources) **Explicit Instruction through Modeling WE DO: (Strategy/Resources) **Guided Practice with Quality Questioning THEY DO COLLABORATIVELY: (Strategy/Resources) **Facilitating/Scaffolding Small Group Collaboration THEY DO INDEPENDENTLY: (Strategy/Resources) **Progress Monitoring CLOSURE: **REAL WORLD APPLICATION

Date(s):

COS:

BELL RINGER: “Write three things you already know about the assassination of President Lincoln”- turn in on Friday

ESSENTIAL QUESTION(S): “Do you agree with the statement: “In times of war, the law is silent”? Can you think of

examples where this might have been true, resulting in a negative outcome? What about an example of it being true, resulting in a

positive outcome?”

ESSENTIAL VOCABULARY: “Constitution/constitutional, justice, ideal, democracy, equality, right, impartial, due

process, amendment, citizen, fair, conspiracy/conspirator.”

INTRO: (Strategy/Resources) Students have read Chasing Lincoln’s Killer. Students have viewed The Conspirator.

Students have analyzed historical documents from Lincoln. The purpose of this project is to take the information and

insight that students gained during their exploration of the constitutional right to a fair trial and apply it to a real-life

example

I DO: (Strategy/Resources) Introduce students to research in library and computer. (Students have been studying

the Lincoln assassination in Language Arts and U.S. History class.)

Students will: [W.10.9] Draw evidence from literary or informational texts to support analysis, reflection, and research.

[RI.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.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.

WE DO: (Strategy/Resources) “Students, in small groups, will be participating in an oral argument activity that will

explore the constitutionality of Mary Surratt’s trial, debating the appropriateness of trying Surratt and the other Lincoln

Conspirators by military tribunal versus a civil court, as well as the larger issue of trying any civilian in a military court

versus a civil court.” To prepare for the debate students will use graphic organizers to collect information on different

aspects of the trail.

THEY DO: (Strategy/Resources)

Students will create a Power Point Presentation with their group to present their argument on the aspects of Mary

Surratt’s trial. Students will also write a brief stating their argument. Students will present this information to the class

in an oral debate on the fairness of the trial.

Closure:

Students will take a CFA that test these skills.

"The Conspirator: Educational Resource Guide." Conspirator: The Movie. American Film Company, 2011. Web. 14 Mar. 2017.

Lesson Plan

Date

Subject Algebra

Student Standards being Taught

A-RE4, A-RE4a, A-RE4b, A-RE1

Objectives (What do I want my students to know and do by the end of this lesson?)

• Students will solve quadratic equations by using the Quadratic Formula.

Students will determine the number of solutions of a quadratic equation by using the discriminant.

Introductory Activities

Bell Ringer: p 544 35, 43

Review 3-5 problems from last night’s homework.

Quick Write: Students will complete the square of the algebra form of a quadratic equation. (This will result in the

Quadratic Formula).

• Quadratic Formula Rap: http://www.teachertube.com/music.php?music_id=25

Developmental Activities

Quadratic Formula Song: I will sing the Quadratic Formula song for the students to learn.

Jot Notes: The students will take notes from the presentation (attached) and copy key concepts and examples. The

teacher will work through some examples demonstrating then the students will work together through some

examples.

Culminating Activities

Exit Slip: Students will turn in their derivation of the quadratic formula for a pop quiz grade.

Homework: p 587 2-13 all, 30-34 even

Evaluation of the Day’s Objectives (How will I know my students learned what I expected them to learn?)

Exit Slip, Homework

Modifications for Special Needs

NA

Resources

Textbook, http://www.teachertube.com/music.php?music_id=25

Self-Reflection of Lesson

Lesson Plan

Date

Subject Algebra

Student Standards being Taught

A-RE7

Objectives (What do I want my students to know and do by the end of this lesson?)

Students will solve systems of equations in two variables in which one equation is linear & the other is quadratic.

Introductory Activities

Bell Ringer: p 357 23-28

Review 3-5 problems from last night’s homework.

• Graphing Calculator: The students will discuss what they think a nonlinear system is. The teacher will

demonstrate a nonlinear system on a graphing calculator.

Developmental Activities

Jot Notes: The students will take notes from the presentation (attached) and copy key concepts and examples. The

teacher will work through some examples demonstrating then the students will work together through some

examples.

Culminating Activities

Venn Diagram: Students will create a Venn Diagram comparing linear and nonlinear systems.

Homework: p 594 14-21, 29, 31

Evaluation of the Day’s Objectives (How will I know my students learned what I expected them to learn?)

Venn Diagram, Homework

Modifications for Special Needs

NA

Resources

Textbook

Self-Reflection of Lesson

English 112016-2017

1st semester

8/10/16 Agenda

Discuss classroom rules/procedures/supplies needed

Introduce first writing assignment (writing sample)Due Friday, August 19

Supplies needed

3 ring binder Divider tabs Loose leaf paper Pens (black/blue/red) Pencils Highlighter Index cards

Classroom rules/procedures

Arrive on time (without earbuds or headphones) Have the necessary materialsCome ready to work Abide by the rules and regulations set forth by the

teacher as well as the administration Respect yourself, your classmates, your teacher, and

any guests who come to our class. Use your phone as an educational tool

Sample WritingChoose one of the three topics below

What I did not do over summer break

If/When I become a parent, I will never

Three goals I have set for myself

8/11/16 Agenda

Syllabus Review introduction and conclusion of an

essayCriteria and possible points for essayTimed writing – 20 minutesCreate writing folders

8/12/16 Agenda

Introduce objective writinghttps://blog.udemy.com/objective-vs-subjective/Assist students in annotation of article (students will be

searching for different definitions as well as examples of objective writing and subjective writing)

Whole group – students will share their findingsSmall group – each group will decide on the best definition

of objective writing. Write on poster paper and share with the class.

Continue working on sample writing or writing folder

8/15/16 Agenda

ACT vocabulary lesson 1

Continue from Friday – best definition of objective with examples and non-examples

Using objective statements in the real world Biased/unbiased and relevant/irrelevant (review of definitions and synonyms)

Amazon product review activity Analyze product reviews on amazon.com searching for statements that are relevant

and unbiased.

Work in pairs to create a product review that is bias-free and relevant

8/16/16 Agenda

ACT vocab lesson 1 exercise 1a and 1b (students must write down the context clues that helped them find the correct word.

Objective product reviews continued from yesterday

What is an objective summary? Quick review of the words “objective” and “summary”

Students will view 2 short films, jotting down the major events as they watch

Small group- choose one film, compare notes, and begin writing an objective summary using the guide provided

Review main idea and the introductory sentence

8/16/16 (continued) Writing an objective summary

After viewing each of the following short films, write an objective summary of the film. Remember your summary must remain unbiased (objective) and it must contain only relevant events. Do Not try to write down every detail.

“Alone” by Brock Torunski and Alex Vietinghoffhttps://www.youtube.com/watch?v=wbTc81JmQTs

“Plastic” by Sandy Widyanatahttps://www.youtube.com/watch?v=UpJFE8UcFcU

“The Desk” by Albert Gonzalez https://www.youtube.com/watch?v=k_kIyihNd-A

“Post It” by Michael Evans https://www.youtube.com/watch?v=aVgeJ5eqlSM

“The Vermin” by Danny Donahue https://www.youtube.com/watch?v=7YJvTywEFas

8/16/16 (continued)

**Your summary should begin like this:

“Alone”, a short film by___________________, (is about/shows/tells, etc.) ________(main idea)______________________________________________________________________________.

**Once you have your introduction as well as your main idea, you can begin to write out the major events and relevant details in the order in which they appeared in the short film.

8/17/16 Agenda

ACT Vocab Lesson 1 – Exercise 2 (#1-5)

Share objective summaries from yesterday’s short films Decide which information (if any) is irrelevant or biased

Get rid of assumptions/inferences made

Explore different ways to write the intro/main idea (1st sentence)

Small group activity Watch two more short films

Choose one to write a finalized objective summary (that will be turned in and graded)

8/18/16 Agenda

ACT vocab – lesson 1 exercise 2 (#6-10) The objective summary continues (short fictional story)

Students read silently “The Open Window” by Saki

Write the intro/main idea (1st sentence)

List the major events in the order in which they appear in the story.

Work in pairs to compare 1st sentence and list of events

Individually, students will write an objective summary on “The Open Window”

Compare/contrast student objective summary to the one in the textbook, making necessary changes.

Test tomorrow – students will have to write an objective summary on a cold read.

8/19/16 Agenda

Students turn in ACT vocab work from Monday-Thursday (10% grade)

ACT vocab 1 quiz (30 % grade) Objective summary test

Students will read (independently) “The Story of an Hour” by Kate Chopin

Students will write an objective summary of the story

(60% grade)