D A I L Y C L I P B OA R D L E S S O N P L A N D O U B L E P L A NN I N G

Name: VAL Overview

IL Standard/Benchmark: Provide one or more IL State Standards.

Subject/Time: READING

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): Students are to write down the objective in their notebooks. Write down the objective in their notebooks.

8.RL.3 [Literary Elements] Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision [character/setting/plot]

I Do Input (3-5 Key teaching points): Go over the SWABAT Read the passage Out Loud, have a copy of the text on the overhead. Pause during reading and do Stop and Jot strategy. Give student 20 second to finish underlining. Model analyzing the word choice and its impact choking in solitude Read the SWABAT Read the passage along with the teacher. Stop and do Stop and Jot strategy, underlining things pertaining to characterization. Take 20 seconds to finish underlining. Students take notes on word choice and impact modeling independently in their notebooks.

Objective(s): SWBAT:

We Do Guided Practice: Students work independently for 1 min answering the question: What is the meaning and the impact of the word choice paleskinned surprise? Give students 3 min to come up with a collaborative answer on a post it in their table groups. (Emphasize evidence based answers) Collect each tables post-it, and quiz each table on what they discussed. Judge based on the criteria of (idea-evidenceexplanation) Students are to independently complete the You Do for 5 min answering a multiple choice question (SI linked) Work (level zero) at your desk answering teacher-provided question using the ideaevidence-explanation format. Take 3 min (level 2) to create a collective answer to the question and make sure that ALL students agree on the answer. Give the post-it and be ready to explain what it says to the teacher, providing evidence to support ones ideas, and explain them further. Work on the You Do and answer the multiple choice question on your own. Turn in.

Evaluate the impact of the authors word choice.

Assessment (bold or circle one):

You Do Independent Practice: Exit ticket with multiple choice. Exit ticket with multiple choice.

formative summative Exit ticket

Modifications/ Accommodations

Green will have a support worksheet for the milni-lesson activity.

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Vocabulary words:

Personality, motives.
Materials: Notebook, pen, post-its, worksheet.

Closing: Read and post examining the impact of word choice in their independent workbooks.

Read and post examining the impact of word choice in their independent workbooks.

Exit Ticket: Multiple Choice Question (Study Island Alligned)

Homework: Read and post for 1 hr in independent books As a reader posts

D A I L Y C L I P B OA R D L E S S O N P L A N D O U B L E P L A NN I N G
Name: VAL Overview
IL Standard/Benchmark: Provide one or more IL State Standards.

Subject/Time: WRITING

Date: Thursday Nov 14

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): Explain what are deep thoughts in HQA? I Do Input (3-5 Key teaching points): Students to copy the learning objective in their notebook. Pre-teach Spanish vocab form the poem. Read the poem together, use the Stop and Jot strategy for students to underline/highlight important information relating to identifying deep thoughts. Model a deep thought from the book. Students take notes. Copy the learning objective in the book. Write down the definition of pre-teaching vocabulary in the notebook. Read the poem together and use Stop and Jot strategy to underline important info regarding deep thoughts. Take notes on the modeling of identifying deep thoughts. Explain what are deep thoughts in HQA?

8.L.5 [Literary Devices & Techniques] I. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. II. Interpret figures of speech (e.g. verbal irony, puns) in context. III. Use the relationship between particular words to better understand each of the words.
Objective(s):

We Do Guided Practice: Students are to answer the question: What deep thoughts did Leslie have about friendship? (Idea Evidence Experience) 1 min. Students are to work in a group and share their findings. Cold call a table to provide examples. Students have to share their partners example. Individually answer the question of : What deep thoughts did Leslie have about friendship? (Idea Evidence Experience) 1 min. Share in the group and remember what your partner has said. Get cold called and share your partners response.

Analyze a poem for deep thoughts. Write a poem about Choices using High Quality Art deep thoughts.

Assessment (bold or circle one): formative summative Exit Ticket Modifications/ Accommodations n/a

You Do Independent Practice: Finish the rough draft of the poem. Finish the rough draft of the poem.

Vocabulary words: Deep Thoughts Materials:

Closing: Finish the draft of the poem Exit Ticket: Rough draft of the poem

Homework: Finish writing the rough draft of the poem (1 pg) using at least 2 vivid imagery, 2 intense emptions and 2 deep thoughts.

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