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Teacher: K. Fabian Course: English 7 Unit Title: Zoo by: Edward D.

Hoch Lesson Plan Title: Short Story Objectives: (SOLs and Local objectives): 7.4 Read a variety of texts Enduring Understandings Essential Questions The study of short stories and comparing How do you short stories help us learn? them between novels. What do short stories do and how do they Relating to current events and what the help us in the future? differences and similarities between an actual zoo and this certain zoo.

How will students demonstrate their understanding? Participation in whole class Having their own opinion in some circumstances Class discussions Writing a letter

Assessments-Formative and Summative Formative-practice -entrance and exit tickets Summative-Censorship

Scope and Sequence of Learning Activities (Include Warm-Up, Strategies, Assessments, Closure/Reflection)

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Warm Up: Introducing the Lesson A. Introduce the lesson with questions stating"Has anyone ever been to a zoo?" "Do you like zoos?" I then will share an experience of when I have been to a Zoo. Short Story: Zoo Teacher will introduce the short story that the students will be reading in class. The teacher will explain that the story is about a zoo but not any ordinary zoo. We are going to do a method of popcorn reading so the kids will be in tuned with the story. After about 3-4 paragraphs teacher will talk about the story and ask questions like"In paragraph 1 I would say why is the 23rd of August so in important in the story?" "Why do you think the professor would pick that certain day?" The teacher will get the students discussing their opinion (also it will let the teacher know if they are following along with the story).

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Worksheet assignment: After students finish reading the short story teacher will pass out a worksheet that has questions relating with the story. The teacher will divide the class into 4 groups and assign them a section to do. The teacher will give them 5-10 min of work time and go around and answer questions. After the time being the teacher will go on the promethean board and use the lamp device to go over the answers with the students. Exit Ticket: If we have more time to spare we will have an exit ticket. The exit ticket will contain writing a letter to Professor Hugo and asking him how he came up with this idea of a zoo. Some other questions you could ask Professor Hugo could be why the 23rd of August for coming to Earth? Where did you get these creatures from? How long do they stay alive for? Etc..

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Homework Activity: If students dont have a enough time to complete exit ticket, the exit ticket will be the homework assignment Strategies for Differentiation, Critical Thinking, Authentic Learning, Collaboration, Student-Centered Rigor Topic choice Reflection activities Various assessment strategies Pair work

Materials and Resources Promethean Board Lamp device Pen Paper Worksheet Knowledge

21st Century Learning Look-Fors (Critical Thinking, Innovation, Problem Solving, Collaboration) Students successfully grapple with higher-order questions asked by teacher. Students articulate meaningful responses to so what (what if, why). Students generate higher-level questions.

Students engage in authentic learning activities and/or create authentic work. Students defend positions with justification based on factual evidence and data. Students analyze and solve problems by generating a variety of ideas and solutions. Students recognize and pose problems inherent in a given situation. Students adapt learned knowledge to more complex/ambiguous situations. Students use and explain the right method of thinking (reasoning, decision making, problem solving, making judgments). Students evaluate and communicate their own thinking. Students make connections and predictions using prior knowledge. Students select, create, use and communicate effectiveness of a variety of tools, such as graphic organizers. (Bold/highlighted items are the look fors for the unit/lesson.)

Teacher Evaluation of Learning Plan (Notes for Future Use)