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LessonPlanFormat

NAME:TiffanyPoritz
LessonTopic:LanguageArts Gradelevel:7TotalTime:90minuteblock
#Students:22
LearningGoal:
R.L.7.1
(Content
Citeseveralpiecesoftextualevidencetosupportanalysisof
Standard/CommonCore) whatthetextsaysexplicitlyaswellasinferencesdrawn
fromthetext.
TargetGoalorSkill:

Studentswillidentifythecorrectdefinitionof
criticalvocabularywordsandusethemincorrect
context.

Studentswillidentify/recalltheelementsofastory
throughcompletionoftheperformancetask.
Studentscanidentifytheelementsofastory
bycompletionofaplotline
Studentswillidentifythecorrectusageofgrammar
andcorrectlyanswer5oftheLanguageReview
questions.
Studentswilluseclosereadingstrategiestoreada
textatabeginning9thgradelevel&answer
comprehensionquestions.
Studentswillusethetextevidencetocompletethe
performancetaskcompletionofachoiceproject:
comicstrip,story,orposter
Studentswillpracticeusingandidentifyingthe
criticalvocabulary(fromeachselection)

EssentialQuestion(s):

Whatroledoboldactionsplayinsocietyandeverydaylife?

Topicalquestion(s):

Whatboldactionsarepresentinthetextswehaveread?
Whatlessonsdoboldactionsteachus?

Instructional
Objective(s):

Studentswillreviewgrammarandcompletethe5
tasksontheLanguageReview.

StudentswillpracticeusingCloseReading
strategiesandmakeappropriateandmeaningful
annotations
Studentswillpracticeusingthecriticalvocabulary
fromthetextselections.Studentswillthen
Assessment
(Criteria/LookFors/
PerformanceTasks)

FormativeAssessment:
Observation&Discussion
CompletionofLanguageReview
Completionofreadinglogs
Completionofmythclosereading
VocabularyShuffle(matchingvocabularywordwith
definition)
ExitSlip

SummativeAssessment:
Completionofperformancetask/endofunittask

Disabilities/Diverse
NeedsRepresented

ThisclassisacotaughtLanguageArtsclass.Thereare23
studentscurrentlyplacedintheclass.Thisisadiverse
groupindisabilitiesandethnicity.Thereisamixof
CaucasianandHispanicstudents.Thereare13malesand
10females.Ofthe23students,7havedisabilitiesandIEPs.
ThestudentdisabilitiesvaryfromAutism,SLD,andSpeech
andLanguage(secondarydisability).Therearealso4ESL
students,inwhichonestudentisidentifiedandSpecial
EducationandESL.

Student
Accommodationsand/or
Modifications

StudentsareinacotaughtLanguageArtsclass.Students
receiveinstructioninthecotaughtclassroomfor90
minutes.
O.V.SLD/ESLProvidegraphicorganizers,reteach
ideas,modelassignments,testsandquizzesreadaloud,
repeatquestionsbacktocheckforunderstanding.paired
withstrongpartnerswhospeakbothEnglishandSpanish.
Visualofnewvocabulary.Providevisuals,reteach
vocabulary,checkforunderstanding.

J.D.V.SLD>Verbal/Visualcuestofollowalong,
repeatdirectionsbacktocheckforunderstanding,modify
testsandquizzestoindependentreadinglevel,useof
graphicorganizers,promptstoslowhandwritingdownto
increaselegibilityofwriting.
J.J.>Autismvisualcuestopromoteontaskbehavior,
shortenedassignmentsforover5sentencesinlength
(demonstrateunderstanding,allowverbalanswers,
promptingtoredirection,foreshadownewevents/transitions
B.P.>AutismVisualstostayontask,closeproximity
toteacher,useofvisualstrategies,modifywritingprocess,
seatnexttostrongpeer,repeatdirectionsbacktocheckfor
understanding
M.D.SLDbreaklargeassignmentsintosmaller
tasks,closeteacherproximity,verbaldictationofanswers,
additionaltimetocompleteassignments,checkfor
understandingthroughoutinstruction
P.C.SLDmodifytestsandquizzestoindependent
readinglevel,guidedpracticeinsmallgroupsetting,
graphicorganizers&sentencestarters,clarifydirections
A.S.SLDreadtests/quizzesaloud,checkfor
understanding,graphicorganizers,repeatdirectionsback
forclarification
M.O.ESLpairedwithstrongpartnerswhospeakboth
EnglishandSpanish.Visualofnewvocabulary.Provide
visuals,reteachvocabulary,checkforunderstanding.
M.T.ESLpairedwithstrongpartnerswhospeak
bothEnglishandSpanish.Visualofnewvocabulary.
Providevisuals,reteachvocabulary,checkfor
understanding.

InstructionalProcedures
(includingspecifictimes)

Introduction:
(includingmotivational
hookwhereapplicable)

7:307:35Attendance&Announcements
7:357:50Library/SilentReading
7:528:00LanguageReview
8:008:15CompleteGreekCloseRead&quiz
8:158:20Brainbreak/SilentBall
8:208:35VocabularyShuffle

LearningActivities:

Closure:

8:358:55PerformanceTask
8:559:00SelfRateExitSlip/CleanUp
9:00EndofClass

1. Library/SilentReading(15minutes)
2. LanguageReview(10minutes)
3. CompleteGreekMythCloseRead(1015minutes)
4. GreekMythCloseReadQuiz(510minutes)
5. Brainbreak/SilentBall(5minutes)
6. VocabularyShuffleActivity(1015minutes)
7. Timetoworkonperformancetask(2530minutes)
Closure

ExitSlip.
WhatIcompletedtodaywithmyperformance
task.Ratemytime/workperformance.

AcademicLanguage

InferencingDefineStrategies
TextualEvidenceObjectiveCloseReading
AnalyzeDescribe

LanguageDemands

Studentswillcommunicatepositivelythroughbothverbal
andnonverbalcuesbyraisingtheirhandsfordiscussion,
respondingtoquestionsaskedwhenaddressedbytheir
name

(seeHandout)

5Questions(Blooms)

RememberingStudentswillbeabletorememberthe
definitionsofvocabularywordsandmatchthevocabulary
wordtoitsdefinition.
Understanding Students will understand how the use
graphics can help in presenting story elements and text
evidenceisimportanttosupporttheirclaims.
ApplyingStudentswillapplytheirknowledgeofclose
readingstrategiestotheGreekMythCloseRead.
EvaluatingStudentswillevaluatestoryelements
CreatingStudentswillcreateacomicstrip,plotline
poster,orshortstorybook

Curriculum(APA)
e.g.

CollectionsCurriculum(HoughtonMifflinHarcourt)

InvestigationsinNumber,
Data,andSpace.(2012).
Pearson.

Materials

SmartboardLesson
ReadingLogs
LanguageReview
GreekMythCloseReadPassages&alignedquestions
VocabularyShufflewordsanddefinitions(critical
vocabulary)
PerformancetaskBoldActionsDirections&Rubric
Chromebooks
Markers,ColoredPencils,Scissors,Glue,Posterboard

Notes