Week 10 October 6-8

Lesson Plan

Have a safe Fall Break! We care about you!

 

Monday, October 6, 2014

  • The teacher will introduce the Comparing Literary Works short stories “One Thousand Dollars” by O. Henry and “By the Waters of Babylon” by Steven Vincent Benet.
  • The student will respond to inference questions and revise inferences as he/she reads.
  • The teacher will lead the class in analyzing irony and point of view in the short stories.
  • Students will prepare for the nine-weeks test.

Tuesday, October 7, 2014

  • First and Second Blocks: Students will take the nine weeks exam.
  • Third Block: Students will begin a choice board project.

Wednesday, October 8, 2014

  • First and Second Blocks: Students will complete a choice board project.
  • Third Block: Students will take the nine weeks exam. 

 

Goals:

Monday

TSW analyze text structure to make inferences

TSW make predictions as they read.

TSW apply concepts to write about the big question.

TSW revise sentences for the correct usage of the parts of speech.

TSW work in collaborative groups to foster effective communication goals or skills.

 

Tuesday and Wednesday

TSW apply concepts to write about the big question.

TSW work in collaborative groups to foster effective communication goals or skills.

 

Results of the listed informal assessments will be used to develop plans to differentiate instruction in response to data and review the effectiveness of prior actions. These informal assessments serve as responses to previous data gathered from past assessments in the unit.

 

Results of the above formal assessment will be used to develop plans to differentiate instruction in response to data and review the effectiveness of prior actions. These formal assessments serve as a response to previous data gathered from past assessments in the unit.

 

Results of informal socratic questioning were used to scaffold student learning at the time in which the questions took place. Results will be used to develop more formal and informal assessments based on students’ individual needs. They serve as an immediate data source used to evaluate the effectiveness of prior teaching strategies and will also be used to develop future plans to differentiate instruction.

 

Cooperative Learning Group Projects cannot be made up, but alternate assessments are available for absent students. :) 

 

Please email me at cooleyl@wcsdms.com if you would like a more detailed explanation of what we are doing this week.

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