November 7th Lesson Plan - Longwood Blogsblogs.longwood.edu/elmenglishnerd/files/2016/08/Portfolio-2.pdf · digital, to find the pronunciation of a word or determine or clarify its

November 7th Lesson Plan

Teacher: Ms. Erika Miller Topic: Intro to Night, Holocaust Grade: 10th grade AP English

Essential Question(s): What role does the government play in promoting social justice? What role do I have?

NCTE/ILA Standard(s): Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

SOL & Essential Skills from Curriculum Framework: 10.4 b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. CF Skills: construct meaning from text by making connections between what they already know and the new information they read. m) Use reading strategies to monitor comprehension throughout the reading process. CF Skills: use reading strategies to improve comprehension and to achieve the purposes for reading: predicting and adjusting predictions; questioning the text; restating main ideas and summarizing supporting details; and close reading.

Anticipatory Set -(Pre-Test LG 1-6 questions, three short answer and three multiple choice regarding history of Holocaust, literary devices, and allusions); - “Mugshot” on SMART board with Microsoft Word; -RTL: What do you know about the Holocaust? What happened during that event? Allow students to write this on a scratch sheet of paper; turn it in after a few minutes of discussion as a class.

Students will be able to. . . The teacher will. . .

1. Apply continued revision skills to the Mugshot example.

2. Use prior knowledge of the Holocaust to answer the RTL.

1. Practice the Mugshot in Word document with the class working on: a) Punctuation, Grammar, Spelling,

Misplaced Modifiers, etc. 2. Interpret the RTL questions explaining:

a) What the Holocaust is b) What happened during the Holocaust

Main Lesson Activities 1. PowerPoint on Holocaust, Elie Wiesel, and Nobel Peace Prize; 2. Handouts of the Author’s Biography and Book Summary of Night; “Background…Just for you!”; Handout of “Judaic Term List”; “” of “Character List”; “” of “Pre-Reading Questions”; “” of “Novel Road Map to Success”; The Novel Road Mad to success will be continuously filled out at part of their close reading comprehension skills; 4. Show a video about what social justice means to other people: VIDEO; 3. Talk about Prezi storyboard presentation that will be presented to the whole class next Wednesday.

https://www.youtube.com/watch?v=uLYGRAjzxn8


1. Describe who Elie Wiesel is, and why he is important from Night.

2. Apply active listening skills to the Prezi by

keeping heads up and facing the front, and not talking or chatting with classmates.

3. Use their prior Pre-Reading skills by

answering Pre-Reading questions relating to Night as a class, then answering individually.

4. Identify that the Prezi project is a group

project that deals with storyboard characteristics.

1. Discuss Author Biography and Book Summary by: a) Reading aloud who Elie Wiesel is and; b) What the book is about

2. Interpret the history of the Holocaust through the PowerPoint using: a) Prezi Presentation; b) Facts about Holocaust, Wiesel; c) Nuremburg laws; d) Hitler; e) The year it happened and where it took

place; f) Aftermath.

3. Practice Pre-Reading questions by modeling with class in answering a random one: a) Then having the students complete the

rest individually 4. Explain the Prezi project includes:

a) Groupwork; b) Storyboards with images, description,

action, audio.

Closure -Handout about “Novel Road Map to Success”; continuing close-reading comprehension skills; -Quick discussion on reading processes; -Exit Question: How would you handle misconceptions in the media or news?


1. Apply close-reading skills, reading comprehension, and vocabulary with the handout “Novel Road map to Success”.

2. Illustrate reading processes by with an SOL answer example by highlighting passages, underlining unfamiliar words or new vocabulary, and writing own questions other then what are given on the handout

1. Discuss purpose of Handout “Novel Road map to Success” for: a) Close-reading skills, Reading

comprehension and; b) Extending vocabulary

2. Practice what reading processes with an example SOL answer prompt by: a) Highlighting important passages b) Underlining unfamiliar words or

vocabulary c) Writing down your own questions that

are not part of the handout

Assignments: -Start reading Night and answering the questions for the “Novel Road Map to Success” on a separate sheet of paper part 1; -Mention a “Netflix” storyboard project that will be discussed for the next day as part of a group project; -Homework: Ask your parents what reading processes they have when they read documents for work, or just reading a good book. What are their processes? Write down if you want, but it’s not required.

Extenders/Back-up Activities:

Ask the students of the Holocaust reminds them about any issues we are having in the 21st century relating to social justice.

Instructional Materials:

PowerPoint of Night, The Holocaust, and Elie Wiesel

\

Social Justice video

https://www.youtube.com/watch?v=uLYGRAjzxn8

Assessments:

Continuing Reading questions as they read the novel and fill out on a separate sheet of paper; try to have them include reading processes.

Class discussion on Holocaust; make notes of responses from students; possibly ask questions regarding PowerPoint slides.

Teacher’s notes: (November 7, 2016)

Student responses on Holocaust PowerPoint

1. What was the consensus when learning about Germany’s past in the Holocaust?

2. How did it make you feel knowing this was going on during WWII?

3. What does this encourage you to do?

Sources: Elie Wiesel. (2016). (The Elie Wiesel Foundation for Humanity) Retrieved November 1, 2016, from The

Elie Wiesel Foundation for Humanity: http://www.eliewieselfoundation.org/eliewiesel.aspx Staff, H. (2009). The Holocaust. Retrieved November 1, 2016, from History.com:

http://www.history.com/topics/world-war-ii/the-holocaust

Stigmatize. (2016). (Oxford University Press) Retrieved November 1, 2016, from Oxford English

Dictonary: http://www.oed.com/view/Entry/190256#eid20690603

Social Justice in Education Documentary Trailer. (2016, September 12). (YouTube) Retrieved November

4, 2016, from YouTube: https://www.youtube.com/watch?v=uLYGRAjzxn8

November 9th Lesson Plan

Teacher: Ms. Erika Miller Topic: Vocabulary, reading, social justice Grade: 10th grade AP English


NCTE/ILA Standard(s):

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate

texts. They draw on their prior experience, their interactions with other readers and writers,

their knowledge of word meaning and of other texts, their word identification strategies, and

their understanding of textual features (e.g., sound-letter correspondence, sentence structure,

context, graphics).

Students read a wide range of print and non-print texts to build an understanding of texts, of

themselves, and of the cultures of the United States and the world; to acquire new information;

to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. SOL & Essential Skills from Curriculum Framework: 10.3 e) Identify literary and classical allusions and figurative language in text. CF- use prior reading knowledge and other study to identify the meaning of literary and classical allusions. f) Extend general and specialized vocabulary through speaking, reading, and writing. CF-consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. CF- use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase

Anticipatory Set Mugshot on SMART board RTL: What would you do if you saw something bad happen, but knew if you disobeyed you would face consequence? Class discussion on a poem of Phillis Wheatley On Being Brought From Africa To America


3. Apply previous revision skills to the Mugshot on the SMART board.

4. Apply critical thinking skills to the RTL and they would you do in this given situation.

3. Practice revision skills with the class with a mugshot on the SMART board, typed on a Microsoft word document (make sure autocorrect is turned off before class starts)

4. Demonstrate critical thinking skills by explaining the RTL question to the class: a) Someone you just met, that you have

known for less than a month, is being bullied for money. What would you do, knowing there would be consequences afterwards?

5. Interpret the poem and explain that Cain is a biblical reference (he killed his brother) and why, what Wheatley is implying about her people from what others think of her kind, and what pagan means in a broad spectrum.

5. Discuss and read aloud the poem with the class: a) Describe the biblical reference with Cain

and Wheatley: “Wheatley applied biblical symbolism to evangelize and to comment on slavery.”

b) Discuss what Wheatley’s society thinks about people of her color and background.

c) Define what Pagan is from OED: A person not subscribing to any major or recognized religion, esp. the dominant religion of a society.

Main Lesson Activities -Handout index card numbered 1-4 to group the students; (they need to remember their group number); -Quick discussion about metaphors and allusions (SMART board); RAFT PowerPoint; Storyboard; -YouTube video more about Social justice: More Social Justice; -Paideia 10-20 minutes regarding first 46 pages of Night; -Handout of Vocabulary exercise, critical reading, and discussion questions for Night; -Work on Prezi Presentations for 10-15 minutes with checklist


5. Describe what a metaphor and allusion are in literature.

6. Discuss how the YouTube video relates to

Night’s aspects of social justice; give some examples from the text and the real world.

7. Practice a Paideia with the teacher that involves critical thinking in regards to social justice, themes from Night, and the bigger picture of social justice.

8. Apply reading, comprehension, and extending vocabulary skills to the handout while reading Night.

5. Discuss what metaphors and allusions are: a) Metaphors: are a literary figure of

speech that uses an image, story or tangible thing to represent a less tangible thing or some intangible quality or idea.

b) Allusions are: a figure of speech, in which one refers covertly or indirectly to an object or circumstance from an external context. It is left to the audience to make the connection; where the connection is directly and explicitly stated (as opposed to indirectly implied) by the author, an allusion is instead usually termed a reference.

6. Discuss the YouTube video in relation to what is going on in Night and other parts of the world.

7. Demonstrate a Paideia that involves critical thinking regarding: a) Social justice b) Aspects and themes from Night c) The bigger picture of social justice

8. Explain the handout improves:

http://prezi.com/yb49ayomep1w/?utm_campaign=share&utm_medium=copy&rc=ex0share

http://prezi.com/esflg7sdftim/?utm_campaign=share&utm_medium=copy&rc=ex0share

https://www.youtube.com/watch?v=rtBvQj2k6xo

https://en.wikipedia.org/wiki/Figure_of_speech


https://en.wikipedia.org/wiki/Tangibility


https://en.wikipedia.org/wiki/Reference

9. Analyze Prezi prewrite by using the RAFT prewriting technique and template for format, audience, role, and topic.

a) Vocabulary development, and Critical and close reading skills with class discussions.

9. Inspect students during Prezi prewrite by: a) Having students use RAFT prewriting

technique and template b) Using Prezi for the project

Closure -Continue reading Night part pg.46-65 -Exit Question: If you were going into a concentration camp like Elie, and you are only allowed to bring two things, what would they be?


3. Apply critical reading and reading process skills throughout the Unit and the school year.

4. Practice saying the Judaic terms with the teacher aloud.

5. Use critical thinking skills to answer what two things they would take with them and why.

3. Explain that critical reading and reading processes will continue in the handout throughout the Unit.

4. Practice reading the Judaic Terms with the class aloud.

5. Demonstrate the Exit question with the class: a) Say what you would take and why.

Assignments: -Continue filling out Novel Road map to success for pgs. 46-65; -Handout Prezi Checklist, have students bring this back with them every class

Extenders/Back-up Activities: -Explore how to use Prezi a little bit, help students refresh their minds on the tools in Prezi (inserting audio, pictures, videos). -Explain that for next Wednesday they are to complete a Prezi project within their groups focusing on assigned sections of reading.


Phillis Wheatley Poem

https://www.poetryfoundation.org/poems-and-poets/poems/detail/45465

Assessments:

Names_____________________________________________________ Date____________________

Class____________________

Checklist for Prezi Storyboard (group) Put a next to each one you have accomplished. Leave blank _____ that you are either having trouble with, or have not finished yet.

1. Are the visuals user friendly? Will they be able to be seen from the back of the class?_____

2. Are the ideas organized Chronologically/Coherently?______

3. Are there actions?______

4. Does the audio fit the overall topic of the presentation?____

5. Is it explainable? Will you be able to read your classmates writing if you don’t read your own?____

6. Are there at least 4 out of 6 slides completed?____

7. Has everyone included their ideas, pictures, or dialogue in the storyboard?______

8. Have you included an MLA bibliography for the book, or one other online source, for your presentation?____

Include signatures of group stating that they have put forth equal effort:

Sources: RAFT Writing template. (2016). Retrieved November 1, 2016, from ReadWriteThink:

http://www.readwritethink.org/classroom-resources/printouts/raft-writing-template-

30633.html

Greiner, A. (2005). Night: Novel Guide. Auburn Hills, MI: Teacher's Discovery Publications.

Allusion. (2016, October 31). (Wikipedia) Retrieved November 5, 2016, from Wikipedia.com:

https://en.wikipedia.org/wiki/Allusion

Metaphor. (2016, November 1). (Wikipedia) Retrieved November 5, 2016, from Wikipedia.com:

https://en.wikipedia.org/wiki/Metaphor

Oxford English Dictionary. (2016). (Oxford English Press) Retrieved November 1, 2016, from

pagan: http://www.oed.com/view/Entry/135980?redirectedFrom=pagan#eid

Phillis Wheatley. (2016). (Poetry Foundation) Retrieved November 1, 2016, from

Poetryfoundation.org: https://www.poetryfoundation.org/poems-and-

poets/poets/detail/phillis-wheatley

Prezi Rubric. (n.d.). Retrieved November 1, 2016, from

http://www.watertown.k12.wi.us/faculty/wegnerl/prezi%20rubric1.doc.

November 14th Lesson Plan Teacher: Ms. Erika Miller Topic: Groupwork Grade: 10th grade AP English



-Students employ a wide range of strategies as they write and use different writing process

elements appropriately to communicate with different audiences for a variety of purposes.

-Students use a variety of technological and information resources (e.g., libraries, databases,

computer networks, video) to gather and synthesize information and to create and

communicate knowledge.

SOL & Essential Skills from Curriculum Framework:

10.6 a) Generate, gather, plan, and organize ideas for writing to address a specific

audience and purpose. CF- write expository texts that: show cause and effect; enumerate

details; plan and organize their ideas for writing; develop writing that analyzes complex issues.

c) Elaborate ideas clearly through word choice and vivid description. CF- identify and

apply features of the writing domains, including: effective organization; clear structure;

sentence variety; unity and coherence; tone and voice; effective word choice; clear purpose;

appropriate mechanics and usage; and accurate and valuable information.

g) Use computer technology to plan, draft, revise, edit, and publish writing. CF: use peer-

and self-evaluation to review and revise writing; use computer technology to assist in the

writing process.

Anticipatory Set -Mugshot in Microsoft Word; -RTL: SOL answer prompt practice with grammar, punctuation, and spelling; discuss in groups why it received the score that it did.


6. Demonstrate prior revisions skills with mugshot.

7. Explain why the SOL prompt received the score that it did, and apply surface fixes on the SMART board.

6. Practice the grammar, punctuation, and spelling on the mugshot with the class.

7. Discuss the SOL answer prompt in regards to: a) Why it received the score that it did; b) What can be fixed about it just from the

surface, and; c) How the students could fix a few details

of the paper.

Main Lesson Activities -Excerpt from The Giver; discuss what it addresses to the audience and why; -RAFT in Prezi prewriting; working on laptops within assigned groups


10. Discuss, in groups, who and what is the excerpt addressing in The Giver, the importance of the passages, and the audience.

11. Use class time to work on Prezi presentations.

10. Explain the excerpt from The Giver: a) What is this excerpt addressing? b) Why is it important? c) Who is the possible audience besides

students?

12. Demonstrate effective groupwork by exchanging ideas with one another, staying on task, splitting responsibility on groupwork in regards to descriptions, pictures, actions, etc.

11. Schedule the students to work on Prezi presentations in class.

12. Illustrate the aspects of effective groupwork: a) Exchanging new ideas; b) Staying on task; c) Everyone has equal responsibility

and participation in the project, and; d) Inspecting students work every few

minutes.

Closure -Show them a quick video introducing the Giver as the movie aspect; The Giver.


6. Discuss the trailer as an adaptation of the novel The Giver.

7. Describe that a Utopian society is sameness, no emotions, no sickness, no hatred, no conflict.

8. Discuss aspects of the trailer and the concept of a Utopian society: Should we carry all these emotions with us? Reasoning?

6. Describe that the movie trailer is an adaptation of a novel called The Giver.

7. Explain that in the movie and novel, the society is known as a Utopia where: a) Fear, love, hatred, conflict, and hunger

have been eliminated. 8. Express to the students:

a) Is it better to have all these emotions or have sameness in society? And;

b) Why?

Assignments: Work on and FINISH Prezi’s for next class; Homework handout regarding benefits and disadvantages to a Utopian society

Extenders/Back-up Activities: Have the students describe the trailer in one or two words; what are their reactions to this kind of society?


https://www.youtube.com/watch?v=85tor8brojE&t=41s

Name___________________

Date___________________

Utopian Society

From watching the trailer about The Giver, I want you to list as many things as you can for both

sides of the Utopian society. Explain why for each if you can. If you still want to know more

about what the characteristics of a society like this is, here is a link you can type into your

browser at home: http://www.enotes.com/homework-help/what-difference-between-utopias-

dystopias-443253.

Benefits Disadvantages

Assessments:

Prezi Rubric Category 3 2 1 0

Originality/

Content/

Presentation shows

considerable

originality and

Presentation shows

some originality and

inventiveness. The

Presentation shows

an attempt at

Presentation shows

very little attempt

at original thought.

Group Members_____________________________

Evaluator’s Name:___Erika Miller ___

Comments:

Directions inventiveness. The

content and ideas are

presented in a unique

and interesting way.

All requirements were

met.


presented in an

interesting way. Most

requirements were

met.

originality and

inventiveness on

1-2 slides. Some

requirements were

met.

Few requirements

were met.

Elaboration/

Details

Presentation has right

amount of detail to

describe the scene on

the slides without

using too many words.

Presentation has

some detail of to

describe the scenes

using sufficient word

choice in slide.

Presentation has

little details

pertaining to the

actual scene in the

slide and uses too

many words.

Presentation lacks

adequate details to

describe the scenes

on the slides; some

or most are not on

topic.

Spelling and

Grammar

Presentation has no

misspellings or

grammatical errors.

Presentation has 1-2

misspellings, but no

grammatical errors.

Presentation has

1-2 grammatical

errors but no

misspellings.

Presentation has

more than 2

grammatical and/or

spelling errors.

Text - Font

Choice &

Formatting

Font formats (e.g.,

color, bold, italic) have

been carefully planned

to enhance readability

and content.

A majority of font

formats have been

carefully planned to

enhance readability.

Font formatting

has been carefully

planned to

complement the

content. It may be

a little hard to

read.

Font formatting

makes it very

difficult to read

the material.

Background

& Shapes All

backgrounds/shapes

do not detract from

text or other graphics.

Choice of background

is appropriate for the

topic.

Most

backgrounds/shapes

do not detract from

text or other

graphics. Choice of

background is

appropriate for the

topic.

Background/shapes

does detract from

text or other

graphics.

Background/shapes

make it difficult to

see text or

competes with

other graphics on

the screen.

Use of Images/Videos

All images/videos are

attractive (size and

colors) and support

the theme/content of

the presentation.

A few images/videos

are not attractive but

all support the

theme/content of the

presentation.

All images/videos

are attractive but

a few do not seem

to support the

theme/content of

the presentation.

Several

images/videos are

unattractive AND

detract from the

content of the

presentation. No

graphics/clipart

used.

Grand Total

________/30

Pre-Self-evaluation before Prezi Presentation

Name_________________

Comments other than what was not addressed: Sources: Lowry, L. (1993). The Giver. Houghton Mifflin Company. Retrieved November 2016

Noyce, P. (Director). (2014). The Giver [Motion Picture]. The Weinstein Company. Retrieved

November 2016, from https://www.youtube.com/watch?v=85tor8brojE

Virginia Standards of Learning High School Writing. (2013). Retrieved November 2016, from

www.doe.virginia.gov:

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/anch

or_papers/eoc_c_and_w.pdf

On a scale of 1-3 (3 being very involved, 2 involved sometimes, 1 not really)

Score Yourself

Why?

How involved are you in exchanging ideas and sketches within your group?

How would you rate yourself as far as communicating your ideas thoroughly with other groups members?

How well do you think you did in writing some description for your scene?

How well were you able to use Prezi within your group?

November 16th Lesson Plan Teacher: Ms. Erika Miller Topic: Presentations; self and group evaluations Grade: 10th grade AP English



-Students use a variety of technological and information resources (e.g., libraries, databases,

computer networks, video) to gather and synthesize information and to create and

communicate knowledge.

-Students use spoken, written, and visual language to accomplish their own purposes (e.g., for

learning, enjoyment, persuasion, and the exchange of information).

SOL & Essential Skills from Curriculum Framework:

10.6 a) Generate, gather, plan, and organize ideas for writing to address a specific

audience and purpose. CF- identify and apply features of the writing domains, including:

effective organization; clear structure; sentence variety; unity and coherence; tone and voice;

effective word choice; clear purpose; appropriate mechanics and usage; and accurate and

valuable information.

c) Elaborate ideas clearly through word choice and vivid description.

g) Use computer technology to plan, draft, revise, edit, and publish writing. CF: use peer-

and self-evaluation to review and revise writing; use computer technology to assist in the

writing process.

10.1 j) Analyze and interpret other’s presentations. CF: collaborate with peers to set rules

for group presentations and discussions, set clear goals and deadlines, and define individual

roles as needed

Anticipatory Set -Mugshot (Type it up on the SMART board for them to interact better and cause less traffic).


8. Demonstrate their knowledge of mugshots and interact with the SMART board to create less traffic.

8. Apply computer technology skills to type the mugshot on a word document: a) Have the student interact with the board

more and create less traffic.

Main Lesson Activities -Finish Prezi Presentations for 10-15 minutes; -Have students do a quick exercise for 5 minutes to apply more of the RAFT technique; -Prezi Presentations.


13. Arrange themselves in their respective groups and finish their Prezi presentations. ELL and ELA: stay with paired group and talk about what needs to be finished, and how you can help.

14. Analyze a RAFT exercise, and apply the RAFT technique for Role, Audience, Format, Topic, and Purpose.

13. Organize the students, in their respective groups, to finish their Prezi presentations that will be graded with a rubric. ELL and ELA students: pair with a group whose leader is willing to help them in the assignment and explain the details of the project, and how it is going to be presented.

14. Test the student’s ability to apply the RAFT technique to an example prompt that I type up:

15. Create a Prezi presentation that will be done by group numbers (1-4) and will be evaluated by a Rubric.

16. Compose their groups evaluations of other groups presenting, collectively, after the presentations have been given. ELL, ELA: write down, to the best of their abilities on the handout what they believe they did well on, how they think the presentations could have been improved, did they enjoy the group they were placed in? How helpful were they?

17. Assess themselves individually after all groups have gone and answer: Do I feel I did well? And What do I wish I had improved?

a) Role, Audience, Format, Topic, and Purpose. ELL ELA: refresh students on what RAFT stands for (Role, Audience, Format, Topic) and how it is applied in prewriting.

15. Evaluate the student’s group Prezi presentations by group numbers (1-4): a) Content, Originality; b) Elaboration; c) Spelling and Grammar; d) Text-Font choice and Formatting; e) Background and Shapes, and; f) Use of images/videos/audio.

16. Collect the group evaluations from other groups after all the presentations have been given. ELL, ELA: explain to students that they are evaluating themselves after they have completed and given the presentation: a) What all did they share with the group? b) What ideas of theirs are in the slide? c) How included did they feel in the group

discussions? 17. Conclude that the group after evaluation

deals with how students feel they did after the presentation: a) Do they feel they did well? b) What did they want to improve?

Closure -Handout about what I could have done differently in the classroom; -Appreciation clap.


9. Describe, on the handout, what the placement teacher could improve on, or what she did well. ELL, ELA: Describe how the teacher did in her instruction, what could be improved, and what they enjoyed about the instruction.

9. Express to the students that feedback is key to improve the learning and teaching process when thinking about becoming a high school teacher. ELL, ELA: Explain that she wants feedback on how her instruction went, and if she did well and why.

Assignments: Something to consider: What do you plan to do after you graduate high school? What colleges are you interested in? What is your favorite subject in school so far? Where do you see yourself in 10 years?

Extenders/Back-up Activities: Play a short video that shows what other media projects that students created with Night


Student evaluating Teacher

NAME________________

For these questions, I want your honest, and critical feedback, on what I could have done to make some things easier or more understandable in terms of directions.

1. What could I have done different to make the directions easier to follow if they were not simple enough?

2. What about my activities did you enjoy the most? What could be improved about it if anything?

3. If you enjoyed the Paideia that we did in class that one day, explain why or why not.

4. Explain if I need improvement as far as how many assignments I gave, or if there was too much.

5. If I was your teacher, what grade would you give me, honestly (and be as critical as you can be; don’t just give me an A because I was fun), as far as my presentations, explanations, and directions?

Name_________________

Date_______________

Name that RAFT!

For this exercise, apply what you know about the RAFT technique, to this passage that I have

made for you. It will be your job to guess what the Role, Topic, Audience, and Format are as

well as what my purpose is for this paragraph. Have you ever had a problem when you forget your house keys in your house, and your door is locked from the

inside? That you wish that there was an easier way to remember where your house keys are, even if you don’t

remember, at all, where you placed them last? Well do I have the product, for you!

Introducing the Find my HomeKeys locator for your iPhone, or any smart phone! This product is only $7.99, plus

$2.95 S&H (shipping and handling). What you get with this affordable product is an electronic wrist band, like the

Fitbit, that connects the locator with your iPhone to your house keys. All you must do before putting on the wrist

band is

1. Attach the locator keychain to your house keys

2. Download the free app that comes with your product on any smartphone device, or a phone that enables

Bluetooth

3. Activate it by pressing down on the blue button

4. Download the free app that comes with your product, and connect via Bluetooth from any smartphone

device.

Within minutes of installation, you will never forget your house keys again! You can turn off the locator at any time,

if you so happen to have your house keys with you. Once activated, the wristband will notify you by a *ding* if you

are more than 30 feet from your house keys. If you are within 15 feet of your keys, the wristband will start vibrating

rapidly as you get closer. Once you have found your keys, you can turn off the wristband, and turn it back on once

you need it again.

What is my:

Role:

Audience:

Format:

Topic:

What is my purpose in writing this passage?

If I persuaded you would you buy this and why?

Assessments:

Prezi Presentation

class evaluation

Group Name__________________

*Note: everyone in your group needs to decide on one score collectively that

you agree on.

Post Prezi Group Evaluation Scale on 1-3

1=excellent; 2=good, 3=okay

Groups Speaking clearly for the whole class; introduced their names to the class

No distracting gestures ex: a lot of hand movements

Images, and words are clearly readable

The presentation was coherent (everything flowed smoothly from one idea to the next)

The color and theme of the presentation was not distracting;

Ex: some colors make the text and images hard to see or make out

Group 1:

Group 2:

Group 3:

Group Members_____________________________


Comments:


Originality/

Content/

Directions

Presentation shows

considerable

originality and

inventiveness. The





met.

Presentation shows


inventiveness. The


presented in an


requirements were

met.

Presentation shows

an attempt at

originality and

inventiveness on

1-2 slides. Some

requirements were

met.

Presentation shows

very little attempt


Few requirements

were met.

Elaboration/

Details


amount of detail to


the slides without


Presentation has

some detail of to

describe the scenes


choice in slide.

Presentation has

little details

pertaining to the

actual scene in the

slide and uses too

many words.

Presentation lacks

adequate details to

describe the scenes

on the slides; some

or most are not on

topic.

Spelling and

Grammar

Presentation has no

misspellings or

grammatical errors.



grammatical errors.

Presentation has

1-2 grammatical

errors but no

misspellings.

Presentation has

more than 2

grammatical and/or

spelling errors.

Text - Font

Choice &

Formatting

Font formats (e.g.,




and content.

A majority of font

formats have been



Font formatting

has been carefully

planned to

complement the

content. It may be

a little hard to

read.

Font formatting

makes it very

difficult to read

the material.

Background

& Shapes All

backgrounds/shapes

do not detract from




topic.

Most

backgrounds/shapes

do not detract from

text or other

graphics. Choice of

background is

appropriate for the

topic.

Background/shapes

does detract from

text or other

graphics.

Background/shapes


see text or

competes with

other graphics on

the screen.




colors) and support


the presentation.

A few images/videos


all support the


presentation.

All images/videos

are attractive but

a few do not seem

to support the

Several

images/videos are

unattractive AND

detract from the

content of the

Pre-Self-evaluation before Prezi Presentation

Name_________________

theme/content of

the presentation.

presentation. No

graphics/clipart

used.

On a scale of 1-3 (3 being very involved, 2 involved sometimes, 1 not really)

Score Yourself

Why?

How involved are you in exchanging ideas and sketches within your group?

How would you rate yourself as far as communicating your ideas thoroughly with other groups members?

How well do you think you did in writing some description for your scene?

How well were you able to use Prezi within your group?

Grand Total

________/30

Comments other than what was not addressed:

Total points _____/12 Sources: Prezi Rubric. (2016). Retrieved November 1, 2016, from

http://www.watertown.k12.wi.us/faculty/wegner/prezi%20rubric1.doc

November 10th Lesson Plan Teacher: Ms. Erika Miller Topic: Summarizing Grade: 10th grade AP English



Students read a wide range of print and non-print texts to build an understanding of texts, of

themselves, and of the cultures of the United States and the world; to acquire new information;

to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

SOL & Essential Skills from Curriculum Framework: 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. CF- use prior reading knowledge and other study to identify the meaning of literary and classical allusions. f) Extend general and specialized vocabulary through speaking, reading, and writing. CF-consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Anticipatory Set -Mugshot in Microsoft Word; -RTL: DIY Coffee prewriting for students to practice RAFT (Role, Audience, Format, Topic) again; write on a separate piece of paper to be turned in.


9. Apply revision skills in mugshots that include grammar, punctuation, and spelling errors.

10. Apply RAFT technique with Role, Audience, Format, and Topic in an example RAFT prewriting.

9. Practice grammar, punctuation, and spelling skills with the students in the DIY Mugshot.

10. Practice the RAFT technique with: a) Role, Audience, Format, and Topic with

the class to coffee prompt.

Main Lesson Activities -(Post-test LG 1) Quiz on first part of reading from pgs. 3-22; both vocabulary and close reading questions; -More RAFT practice prewriting with SOL anchor answers (levels 3-4); 15 minutes; Students will work individually for the SOL anchor sets; -Start “Swing Kids” and handout on questions from movie.


18. Apply reading skills to the quiz from the first part of reading Night (pg.3-22) that deals with vocabulary and close reading comprehension.

19. Use the RAFT technique with SOL answer examples by identifying the Role, Audience, Format, and Topic.

18. Explain that the quiz is on the first part of reading Night that deals with: a) Vocabulary and; b) Close reading comprehension.

19. Demonstrate how to use the RAFT technique with: a) SOL anchor example answers as a class; b) Role, Audience, Format, and Topic.

20. Describe what is happening in Swing Kids by answering the questions as they are watching the movie.

20. Explain that when the students are watching the movie Swing Kids, they need to fill in the questions regarding the movie that relate to social justice.

Closure -Go over Rubrics for the Prezi PowerPoint project (group project) (5 minutes before class ends).


10. Identify the aspects of the storyboard Prezi presentation that include shared group work, images, descriptions, and audio/sound relating to the assigned pages of reading.

10. Explain the Rubric for the Prezi Presentation that will include: a) Shared groupwork and exchanging ideas; b) A storyboard with images relating to the

assigned pgs./sections of reading; c) Descriptions underneath the images and; d) Sound if it works with the story, but is

not distracting

Assignments: HomeworkThink about this (do not write it on a piece of paper if you can avoid it): Some students cannot attend High school, or school at all because they must work to support their family, siblings, and parents who are struggling to make ends meet. How would you change the way the educational system works for other students who may not have the privilege to have free education?

Extenders/Back-up Activities: Pass out Rubric for Prezi PowerPoint and read over it quickly with the students.


Sample Prewriting RAFT A Sample Prewriting RAFT B

R: coffee cup

A: person who is drinking

F: text message

T: coffee

R: Underpaid Brazilian workers who pick coffee beans

A: legislature

F: letter to the editor

T: coffee

How would these two pieces be different? Why use one rather than the other?

Assessments:


Originality/

Content/

Directions

Presentation shows

considerable

originality and

inventiveness. The





met.

Presentation shows


inventiveness. The


presented in an


requirements were

met.

Presentation shows

an attempt at

originality and

inventiveness on

1-2 slides. Some

requirements were

met.

Presentation shows

very little attempt


Few requirements

were met.

Elaboration/

Details


amount of detail to


the slides without


Presentation has

some detail of to

describe the scenes


choice in slide.

Presentation has

little details

pertaining to the

actual scene in the

slide and uses too

many words.

Presentation lacks

adequate details to

describe the scenes

on the slides; some

or most are not on

topic.

Spelling and

Grammar

Presentation has no

misspellings or

grammatical errors.



grammatical errors.

Presentation has

1-2 grammatical

errors but no

misspellings.

Presentation has

more than 2

grammatical and/or

spelling errors.

Text - Font

Choice &

Formatting

Font formats (e.g.,




and content.

A majority of font

formats have been



Font formatting

has been carefully

planned to

complement the

content. It may be

a little hard to

read.

Font formatting

makes it very

difficult to read

the material.

Background

& Shapes All

backgrounds/shapes

do not detract from




topic.

Most

backgrounds/shapes

do not detract from

text or other

graphics. Choice of

background is

appropriate for the

topic.

Background/shapes

does detract from

text or other

graphics.

Background/shapes


see text or

competes with

other graphics on

the screen.

Group Members_____________________________


Comments:

Name_______________

Date_______________

Swing Kids Answer these in 1-3 sentences as you watch the movie Swing Kids. This is a very important movie in how Hitler managed to recruit new members to his movement.

1. Why are the young teens called “Swing Kids?”

2. What does H.J. stand for?

3. How is “traitor” spelled in German? Why are those people called traitors?

4. Why did Thomas join H.J.? How did Peter finally, or rather reluctantly, join H.J.? 5. Why did they have the teenagers “report” in the meeting?

6. Why did Avrid refuse to play a German song?

7. Why did Avrid kill himself?




colors) and support


the presentation.

A few images/videos


all support the


presentation.

All images/videos

are attractive but

a few do not seem

to support the

theme/content of

the presentation.

Several

images/videos are

unattractive AND

detract from the

content of the

presentation. No

graphics/clipart

used.

Grand Total

________/30

8. What do you think happened to Peter and Willi’s Papa?

9. What was Peter giving the Jewish families in the parchment wrapping? What as in the box?

10. What became of Peter? What did Thomas yell to Peter towards the end?

11. Finish the Lyric- “It doesn’t mean a thing…”

Sources: Manulis/MardGordon, J. B. (Producer), Feldman, J. M. (Writer), & Carter, T. (Director). (1993).

Swing Kids [Motion Picture]. Retrieved November 8, 2016

Night Part Two--(Section Three, pp.29-46) Comprehension Check. (2013). In Night (M. Wiesel,

Trans., p. 33). Secondary Solutions. Retrieved November 5, 2016

Prezi Rubric. (2016). Retrieved November 1, 2016, from

http://www.watertown.k12.wi.us/faculty/wegner/prezi%20rubric1.doc

VDOE. (2013). Virginia Standards of Learning High School Writing Usage and Mechanics

Anchor Sets with Annotations. Retrieved November 5, 2016, from www.doe.virginia.gov:

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/anch

or_papers/eoc_u_and_m.pdf

Documents

November 7th Lesson Plan - Longwood Blogsblogs.longwood.edu/elmenglishnerd/files/2016/08/Portfolio-2.pdf · digital, to find the pronunciation of a word or determine or clarify its