I. II.

ENG 10B: Appointment Review Title of Lesson:

Appointment Time! CE 1.4.7 Recognize the role of research, including student research, as a contribution to collective knowledge, selecting an appropriate method or genre through which research ndings will be shared and evaluated, keeping in mind the needs of the prospective audience. (e.g., presentations, online sharing, written products such as a research report, a research brief, a multi-genre report, I-Search, literary analysis, news article). CE 2.3.3 Critically read and interpret instructions for a variety of tasks (e.g., completing assignments, using software, writing college and job applications). CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Content Area Standards and Common Core Standards:

III. Lesson Objectives

(SWBAT) Students will be able to complete most of their review guide for the final exam through cooperative and collaborative learning with their classmates Students will learn the concepts and ideas that they will need on the their final exams through the review sheet and the review game Students will review the lessons, ideas, and tones learned throughout the lesson in order to perform well on the final the following day Introduce to the students that we will be reviewing their final exam for the next day Ask them, How many appointments do you all have today? o Get them talking to you and others in the class o Handout the prompt and the appointment sheet to the students o Explain that they will make appointments with others in the class for their final review After the prompt has been handed out have the students take out their review guides Show the students each page of the review and what each appointment correlates to each section of the review The students will have 6 appointments to complete o 8 A.M 1 P.M The students are to sign up with a different member of the class for each appointment

IV.

Anticipatory Set:

V. Instructional Input:

Make sure that students have matching appointments so they can meet at the same time The clock will follow from 8 A.M onto 1 P.M with each page o i.e. 8 A.M =Page 1 of review o 9 A.M = Page 2 of review o 10 A.M = Page 3 of review o This follows down until 1 P.M The students will have 5 minutes to complete each section of their review with their designated appointments o The clock will displayed on the projector so students can see how much time they have left After their appointment has finished, go over that section of the review with the class and ask to make sure that section I understood o Be sure to re-iterate what is on the exam so they are aware of it After the review appointments have finished move on to the review game Split the class into two teams through any sort of counting off or pairing off that you choose Explain the rules of the flyswatter game o (Students regularly play this game so they know the rules) A question will be read and the students will need to point to the projector screen and find the correct answer Students may not point/answer until the entire question has been asked Students may only have one guess per question The team to answer the most questions correctly will receive extra credit Once the review game has completed explain that the final will be tae the following day and to simply prepare by reviewing their study guides

VI. An Opportunity to Practice: Guided Practice:

Students using their review guides while working with a partner is a good way to get them working collaboratively with their classmates The appointments allow the students to perform a task of differentiated instruction

Re-teach:
Make sure they are working on the task at hand Be sure that the students are understanding each section of the review o Ask them questions on each section of the review to be sure they are comprehending what is on the test o After each question in the review game ask them why those questions and the correct ones

Independent Practice:
Students working on the review is a good way for them to individually practice the skills learned over the course of the semester Check for Understanding: o Review the guide and each section of the guide after each appointment o Ask what they learned? o Why is it important to know this information for the final? o Have the students as you what is important! Cognitive- The student is tested mentally when they work on the review guide along with their appointments Affective- Emotionally the learners are affected by the people they work with along with their appointments Psychomotor- The students use psychomotor skills when they play the review game on the board

VIII. Closure:

IX. Domains:

X.

Multiple Intelligences/Modalities:
Interpersonal- The students Interpersonal skills are worked when they talk with the class or their partner when working on their tweets/reviews. Intrapersonal- The students intrapersonal skills are tested when they consider their own social media world. Basic wonderment of their own uses of social media. Verbal-Linguistic- Their verbal skills are used when responding to the slides out loud in class. Visual-Spatial- The students visual skills are used when viewing the PowerPoint slides.

XI.

Teacher Notes:
Will be addressed after the lesson has been taught.