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Daily Lesson Plan

Date: Monday, March 23, 2015


Unit/Week#: Unit 4, Response to
Literature
Daily Learning
Target

Standards

Materials

Do Now

Sequence of
Events

Students will be able to: demonstrate their knowledge of


reflexive pronouns through storyboarding.
CCSS.ELA-LITERACY.L.6.1.B
Use intensive pronouns (e.g., myself, ourselves).
CCSS.ELA-LITERACY.W.6.6
Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding
skills to type a minimum of three pages in a single sitting.
Computer
Projector
Dongle and HDMI cord
Classroom Chromebooks
Reflexive pronoun sentence slips
Bring:
Planner
Laptop (if available)
IR book
Get out laptop or Chromebook

11:00 (passing period) 11:04 (start of class)


o Teacher greets students as they enter
classroom, reminds them to bring their
laptops or get out a Chromebook
11:04 11:20
o NOTE: Students sit in pods
o Students read IR books
o Teacher takes attendance
Teacher hooks up computer to projector and
gets a Microsoft Word document open with
Pronouns and Reflexive Pronouns as
headings of two different pages
o Teacher circulates the room and holds 1-2
minute conferences with students on their IR
11:20 11:25
o Teacher asks students what they remember
about pronouns

Assessment

o Students generate definition of pronoun


o Teacher compiles list of pronouns on projected
Word document from student suggestions,
separating them into singular and plural
11:25 11:35
o Teacher introduces reflexive pronouns and
compiles list of them on projected Word
document from student suggestions
o Teacher highlights different endings for
singular and plural reflexive pronouns
o Teacher asks Students 3-5 fill-in-the-blank
questions verbally to test for understanding of
reflexive pronouns
11:35-11:45
o Teacher projects storyboardthat.com on
screen
o Students log in to laptops and Chromebooks
and go to site
o Teacher circulates room and helps students
with devices as necessary
o Teacher circulates, helps students as
necessary
o Teacher explains Storyboarding activity and
models how to use the three basic functions:
Scene (backgrounds)
Characters
Textables (speech bubbles and captions)
11:45-12:00
o Teacher passes out reflexive pronoun
sentence slips to tables
o Students select their sentence and create
their storyboard
12:00-12:07
o Teacher reminds pods about the rotation
pattern for Gallery Walks
o Students rotate from pod to pod on Gallery
Walk, making note of interesting, funny, and
surprising things from their peers
12:07-12:11
o Students volunteer to share their most
interesting, funny, or surprising discoveries
from the Gallery Walk
o Teacher dismisses students
Formative: Teacher cycles around classroom to check for

understanding of both the reflexive pronoun and the


website.
Summative: Students will be tested on their knowledge of
reflexive pronouns on the Language Benchmark in two
days.

Homework/Closu
re

Rationale

No HW
Reflexive pronoun review tomorrow at beginning of
class
Review for Language BA tomorrow
This lesson came at the end of both our unit and
marking period. At this point, students had finished both
their Writing and Reading Benchmark Assessments
(district-mandated standardized testing that counts for
33% of the MP grade) and would take their Language BA
in two days. The final grammar point we needed to
address was reflexive pronouns (e.g. myself, himself,
themselves). In addition to being an important
component of the upcoming benchmark, students very
frequently misused RPs on the previous assessments. In
particular, many students used his self and their self
instead of himself and themselves respectively. There
was thus clearly a need to address the grammar point.
Because this had been a stressful couple of weeks, I
wanted to provide students a more interactive and lowstakes way of engaging with the material. Thus,
storyboarding was born. Students seemed to really have
fun with the creation of their characters and adding in
details relevant to their sentences. Not only was the
activity engaging, however, for it also represented my
increased efforts to expand my use of technology and
multimodal writing in the classroom. Previously, my use
of technology was rather surface-level only and I thought
of it more or less as an alternative or supplement to what I
was already doing with print-based writing. For this
activity, however, I wanted to give students the ability to
explore the medium and make meaning out of it in ways
that I did not necessarily dictate. Doing so was my
attempt to go beyond integrating technology to the point
of starting to innovate with it.