D A I L Y D O UL E P L A N C L I P B O A R D

Subject/Time: Survey of Literature, 2/3 and 8/9 periods

Name: Carla Wellborn Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards. RI 9-10.4

Date: Everyday

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): N/A I Do Input (1-2 Key teaching points): Teacher gives directions Take out flash cards and flash card fast and furious worksheet from your folder. Right now, silently, exchange sheets with your partner and determine who is partner 1 and who is partner 2. Raise your hand if you are Partner 1. Congratulations. You get to go first. Partner 1 should have their cards in their hands. The words on the cards should be facing partner 1. The definitions should be facing partner 2. Partner 2 should have their partner 1s sheet and a pen in hand. Partner 1 will have two minutes to say the word and definition. Partner 2 is checking to see if your partner had the word correct or incorrect and is marking the sheet whenever your partner has the correct definition. Teacher sets clock to two minutes. Check for Understanding: Any questions? Go! N/A

Students take out flash cards and FFF worksheets when cued by teacher. Students exchange sheets with partner and determine who are partner 1 and partner 2, silently. Partner 1 will raise his/her hand Partner 1 will pick up flash cards and face partner 2. The words on cards should be facing partner 1, while definitions face partner 2. Partner 2 should have 1s sheet and a pen in hand. Partner 1 will, in 2 minutes, go through the words and say the definitions from memory. Partner 2 will mark a tally on the sheet whenever Partner 1 gets one correct. If student does not know definition, they must turn card over and read definition out loud to partner.

Objective(s) SWBAT: By the end of partner work, students will have reviewed all vocabulary words with partner at least one time during flash card routine, with 100% accuracy.

We Do Guided Practice: Later in the week, as this routine progresses, students will assist in reviewing the instructions for this routine. Goal is that it becomes automatic. Check for Understanding:

Vocabulary words/Key Concepts: Pace Metacognition Prosody Compassion Accuracy Fluency Annotation Respect Commitment Integrity Reflection Summary

You Do Independent Practice: Teacher is circulating as students quiz one another with flashcards. Teacher counts backwards from 5 when she needs everyones attention. I need everyones pens down and eyes on me in 5,4,3,2,1. Partner 2 raise your hand. Partner 2, you should now have your cards in your hand and your partner should have your sheet and a pen. You have 2 minutes. Go! Teacher will circulate checking for correct pronunciation, definitions, etc.. I need everyones pens down and eyes on me in 5,4,3,2,1.

Students are going through their vocabulary cards while their partners are keeping track of how many words they get correct. Partner 2 will raise their hand Partner 2 should pick up their cards and Partner 1 holds 2s sheet, keeping track of how many definitions they get correct.

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Modifications/ Accommodations: Repetition of vocabulary words Practice for hands on learners Flash cards for visual learners

Check for Understanding: Total up how many points your partner had correct! Raise your hand if you had more than 10. Raise your hand if you had more than 20. Raise your hand if you had more than 30. Teacher distributes prize (candy) to the two students with the highest score. Get your sheet back from your partner. You should now have your own sheet in front of you. Place sheet and cards back into the folder, close the folder. Exit Ticket (aligned to lesson objective) or assessment: N/A

Materials & Technology: Flash cards w/ vocab words Timer FFF work sheet

Closing/Preview for next lesson: Now we are going to practice our fluency!

Homework: Study your vocabulary words on your own at home every day.