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The Academy for Technology & the Classics

Lesson Plan Template


Instructors name: Kathy Rappaport Week of: Oct 28-Nov 1 Course/Grade: ELD3 Unit Name: Reading comprehension of fiction and informational texts

Common Core/ NM Content Standards: Reading Standards for Literature Grades 9-10: Craft and Structure determine the meaning of words and phrases as they are used in the text including figurative language. RI.9-10.1 Support analysis of what the text says explicitly and infer meaning from implicit ideas. Reading standards for Informational Texts: Key Ideas and Details - determine the meaning of words and phrases as they are used in the text. Identify what the text says explicitly as well as implicitly, determine central ideas and supporting details.

Essential Question(s): What are strategies for Comprehending and analyzing fiction and nonfiction texts?

Connections (prior learning/prior knowledge): Students interpreted figurative language from a song. Students have been identifying main characters in a story. Students have been practicing finding main ideas both implicit and explicit and organizing their ideas into essays. Resources/Materials Kite Runner Time Magazine Teacher:

Other considerations (modifications, accommodations, acceleration, etc.):

Students: Assessment (How will you monitor progress and know students have successfully met outcomes?) Daily: This Week: Do Now checks for understanding of the previous days lesson. Written assignments and quizzes check for understanding of daily lessons. Unit: Answering questions about the Kite Runner, taking a quiz; Answering questions about a news article that requires information that is explicit and information that must be inferred. Also, students must summarize main ideas and supporting details and write them down. Students also wrote an essay with a thesis statement and supporting paragraphs.

Time allotted

Lesson activities for instructor and students

MONDAY Learning Target- Parent/Teach conferences

Assignment(s) Due-

TUESDAY Learning Target- Students will apply understanding of figurative language by finding examples in chapter 3 of the Kite Runner and writing them down. Students will begin analysis of complex characters and show understanding by writing a description. Students will demonstrate understanding of explicit and implicit ideas in the story by answering questions.

Assignment(s) DueStudents will fill out guided reading of Chapter Three as we read it together as a class. The guided reading requires that students define tier two vocabulary, write a description of a character, identify and describe a main conflict between characters. Another handout requires students to identify and interpret figurative language.

WEDNESDAY Learning Target- continuation from Tuesday. Students will analyze how culture and a historical event impact character development by answering questions that refer to this concept.

Assignment(s) DueQuiz on chapter three in the Kite Runner. Students will fill out guided reading of Chapter Four as we read it together as a class. The guided reading requires that students define tier two vocabulary, show how the culture impacts character development, describe a main conflict and identify an emerging theme. Assignment(s) DueQuiz on Chapter Four in the Kite Runner. Students will complete Chapter 6 of College Ready Vocabulary. Assignment(s) DueStudents will answer questions and write a paragraph related to information in a news article.

THURSDAY Learning Target- Students will demonstrate understanding of tier 2 vocabulary words by matching them with synonyms, and by using them appropriately in a CLOZE Reading.

FRIDAY Learning TargetStudents will infer information from a news article and show their understanding by answering questions. Students will identify main ideas and supporting details by writing them down in a paragraph.

Post-Teaching Reflections on Lesson


What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: