The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Kathy Rappaport Week of: Jan 21-24 Course/Grade: ELD2 Unit Name: Strategies for Reading Literature and Informational Texts

Common Core/ NM Content Standards: Craft and Structure Literacy.RL8.4 Determine the meaning of words and phrases in a text Key Ideas and Details Literacy. RL.8.1 Analyze what the text says explicitly as well as inferences drown from the text Writing Standard Literacy .W.8.1b Support claims with relevant evidence. Demonstrate an understanding of the topic or text. Literacy.W.8.3 Write narratives of imagined experiences Language Goals Reading, Writing, Speaking and Listening Phonics Review Think/Pair/Share Discussions Read Alouds Writing down ideas

Essential Question(s): How do I support claims by using relevant evidence from the text?

Other considerations (modifications, accommodations, acceleration, etc.): Accommodations: Three students will be reading Winn-Dixie and doing similar assignments.

Connections (prior learning/prior knowledge): Continuation of strategies used in the prior week such as pre-reading strategies: defining tier 2 vocab words before reading the text, predicting main ideas; reading strategies: asking questions as you read, rereading for comprehension, looking for main ideas and supporting ideas; post reading strategies: comparing pre-reading predictions with post reading knowledge, answering questions that ask students to recall explicit ideas, infer implicit ideas, summarize. Also students have been taught to use details/examples/quotes to support ideas and develop summaries. Resources/Materials When My Name Was Keoko by Linda Sue Park Because of Winn Dixie by Kate DiCamillo Time for Kids

Assessment (How will you monitor progress and know students have successfully met outcomes?) Daily: Do Now checks for understanding of the previous days lesson. Written assignments and quizzes check for understanding of daily lessons. This Week: Students will fill out reading packet that focuses on vocabulary, comprehension, inferring information, identifying and summarizing main ideas and supporting details.

Time allotted MONDAY Learning TargetKeoko: (Continuation of assignment from last week) Students will demonstrate their ability to write an imagined narrative that analyzes the reactions of a main character by writing and reading aloud their monologues of a characters thoughts to the class. Students will support claims with evidence and logical reasoning and demonstrate this ability by writing a 4-paragraph essay comparing and contrasting the two main characters.

Lesson activities for instructor and students Assignment(s) DueStudents read monologues aloud in class. Students will brainstorm similarities and differences between the two narrators: Tai Yul and Sun-hee. Students fill out a graphic organizer so as to compare the two narrators of the story: Tai Yul and Sun-hee. Students will start to write a 4-paragraph (using a graphic organizer) in which they will compare and contrast the two narrators.

TUESDAY Learning TargetStudents will support claims with evidence and logical reasoning and demonstrate this ability by writing a 4-paragraph essay comparing and contrasting the two main characters.

Assignment(s) DueContinuation of writing an essay.

WEDNESDAY Learning TargetKeoko: Students will demonstrate an understanding of phonics and syllabification for vocab in Chapter 4 by sounding out vocabulary words and breaking them into syllables. Students will apply their understanding of the meaning of vocabulary words by using them appropriately in sentences they create. After reading chapter four, students will identify

Assignment(s) DueWorksheets for Keoko, Chapter Four

literary devices (figurative language, flashback, creating tension), analyze complex characters, analyze main ideas (themes) and cite evidence of their ideas. They will demonstrate these skills through class discussion and by writing answers to questions. THURSDAY Learning TargetKeoko: Students will demonstrate an understanding of phonics and syllabification for vocab in Chapter 5 by sounding out vocabulary words and breaking them into syllables. Students will apply their understanding of the meaning of vocabulary words by using them appropriately in sentences they create. After reading chapter five, students will identify literary devices (figurative language, flashback, creating tension), analyze complex characters, analyze main ideas (themes) and cite evidence of their ideas. They will demonstrate these skills through class discussion and by writing answers to questions. Assignment(s) DueWorksheets for Keoko, Chapter 5

FRIDAY Learning TargetStudents will demonstrate comprehension and analysis skills of a fictional text by taking a quiz. Students will demonstrate understanding of academic and specialized vocab in an informational text by writing definitions from Time for Kids in their own words. Students will identify main ideas and supporting ideas in an informational text by writing them down. Students will use precise words and phrases and relevant descriptive details as they design an ad for an invention they create.

Assignment(s) DueKeoko quiz of Chapter 4-5 Time for Kids Graphic Organizer Students will design an ad for an invention they create.

Post-Teaching Reflections on Lesson

What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: