7/25/2019 Daily Lesson Plans 12th Grade 341

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Daily Lesson Plan

Teacher: Acree & Blagrove Lesson Date: 9/6/12Subect: !nglish "# LD$/%nit Title: 12th

ur Place in the 'orl("s Progress al)ays a ste* +or)ar(,

$$SS/$L-s/S$ Assess.ent Li.its/Stan(ar(s: (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 supportanalysis of what the text says explicitly as well as inferencedrawn from the text including where the text leavesmatters uncertain.

CL: !1.1.2) Students will use during reading strategiesappropriate to "oth text and purpose for reading "yreading# visuali$ing# ma%ing connections# and using &x-up-strategies such as re-reading# 'uestioning andsummari$ing.

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

1 Daily (o0no) uestion2 otivation 34 Discussion an( intro(uction 3 Te5t $o(e & Annotation S.all -rou* Assign.ent07 "n(e*en(ent Practice00su..ary6 'ra* u* activity8 !5it ticet

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.

T"! "ST;%$T"AL S!

7/25/2019 Daily Lesson Plans 12th Grade 341

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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 net to them and briefly discuss the tet read and

decide whether progress was a step forward in %&eborah's (oice)esponses will be recorded on the board as following$

Is Progress always a step forward?

+es for whom /what o for whom /what Why1

-

3 "

15-0min

-rou* Practice/S.all -rou* "nstruction: (tea#her-fa#ilitated group dis#ussion$ student or tea#her-led #ollaboration$ student#onferen#ing$ re-tea#hing or intervention$ %riting pro#ess Big

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5 min

!valuate %n(erstan(ing/Assess.ent:(ow will ! know if students have achieved todays ob*ective?)

o 8ow did your analysis and summary of the %The Exam affect your

understanding of the tet and what you anticipated about the tet before

reading9o

5 min$losing Activities/Su..ary:(ow will ! tie up loose ends& reinforce%revisit the ob*ective and connect the lesson to the unit?)

o &iscuss one take away from the tet

!5it ticet00 in(ivi(ualsu..ary

!nrich.ent/!5tension/;e0teaching/Acco..o(ations: (ow will my lesson satisfy the needs of all learners?)

6nstructional :odifications$ .caffolding the tet and ;ig #uestion

chart items' students could use >pictures/icons' that they create ? instead of only

definitions/eamples

Work one on one with students to assist with reading and interpretations of handouts

@ive students etra time to complete assignments

.mall group adaptations

"et read aloud by either teacher or designated student readers :odeled creation and use of two column notes and tet codes during tet analysis

:odel summari4ing main points in a tet

SB;!DBA'SSLS;

;esources/"nstructional aterials ee(e(: (What do ! need in order to teach the lesson?)4 pro6e#tor$ handouts$ 7e2t: 87he mmortal ife 9f enrietta a#ks;$

otes:

Structure Strategies "nclu(e( in the $ity School/ o(el o+ ighly !++ective Literacy "nstruction 3!nglish 9012