The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Kathy Rappaport Week of: Jan 27-31 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 Literacy Revising and Editing and Rewriting Language Goals Reading, Writing, Speaking and Listening 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: answering questions that ask students to recall explicit ideas, infer implicit ideas and 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. Students will support ideas with logical reasoning and relevant evidence as they write an essay comparing and contrasting two main characters (the two narrators of Keoko).

Time allotted MONDAY Learning TargetKeoko: Students will continue to edit and revise their answers to chapters two and three. Keoko: 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 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.

Lesson activities for instructor and students Assignment(s) Due-

Students will correct their mistake journals. Read Chapter 3 and 4 aloud. Guided Reading, answering questions about vocab and main ideas as we read. Do Chapter 4 worksheets.

TUESDAY 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.

Assignment(s) DueRead Chapter 5 aloud Do Chapter 5 Worksheets

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.

WEDNESDAY Learning TargetAfter reading chapter six and seven, 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) DueChapter 6 & 7 worksheets

THURSDAY 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) Due-

Students will brainstorm similarities and differences between the two narrators, Tai Yul and Sun-hee, that stem from cultural norms. 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.

FRIDAY 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) DueContinue writing the essay.

Post-Teaching Reflections on Lesson

What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson: