Learning Experience Plan

Subject: English Grade level:

Unit: Informational Text Length of LEP (days/periods/minutes): Day 3- 45

min

Topic: The Gettysburg Address

Literacy Standards:

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation
or analysis.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) Students will turn in their summary that
Students will:Be able to paraphrase they worked on in pairs after class
The Gettysburg Address to create
summaries
Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching On-level Beyond

Approaching level
students will work in pairs
and have to use at least
2-3 pieces of evidence in
their summary.
Curriculum Integration
On- level students will be Beyond students will be
working in pairs picked working in pairs picked by
by teacher prior to the teacher prior to the class to
class to work on paired work on paired
summarizing and must summarizing and must use
use 3-4 pieces of 4-5 pieces of evidence in
evidence in their their summary.
summary.
(Does this lesson correlate with any other content area? Describe.)

Material Procedures/Strategies
s

SMA Jacobs Page 1

 Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

Ask students to write on the board what they think a summary is. Then
tell them what it is- a brief statement or account of the main points of
something

Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)

Explain to the students what we are doing today. Based off of what we
did yesterday, using the INSERT method, we will take the information
we highlighted and individually create our own summaries in pairs.

Approaching level students are number 1; they will be told they need
2-3 pieces of evidence. They will have an orange sticky note to know
they are in this group.

On-level students will be number 2; they will be told they need 3-4
pieces of evidence. They will have a blue sticky to note to know they
are in this group.

Lastly beyond students will be number 3; they will be told they need 4-
5 pieces of evidence. They will have a pink sticky note to know they are
in this group.

After they create a summary/list out information in roughly 10 minutes,

they will go into pairs and share their summary. From there, students
will disuscuss with their partner, what each of their summaries stated.
This part should take no more than 10 minutes again.

Once this is completed we will come back together as a group and

move on with the rest of the lesson.

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience )

Direct Instruction (input, modeling, check for understanding)

Guided Practice (how students will demonstrate their grasp of new learning)

SMA Jacobs Page 2

 Independent Practice (what students will do to reinforce learning of the lesson)

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

close)

SMA Jacobs Page 3