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Common Core/Literacy Plan Template Subject(s): Teacher:

1. Common Core Learning Standard(s) Addressed:
RI.7-4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

History Kevin D. Gilbert

Grade: School:

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2. Common Core Shift Addressed: Academic Vocabulary 3. Learning Target(s): (What will students know & be able to do as a result of this lesson?) Students will know that an understanding of academic vocabulary is needed not only in the classroom but also to understand ourselves as a society. Students will be able to rewrite a difficult text so they can understand it.

4. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?) Academic vocabulary is used when writing documents to provide clarity. A strong understanding of academic vocabulary gives the student the ability to understand documents important to their lives. 5. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?) During the student pairs and group discussions, the teacher will monitor each group looking to see if all students are participating and comprehending the text. The students will write a version of the text in their own words. This will be reviewed to see if the student understood the meaning of the text and vocabulary words. An exit slip will be used to determine how well the students understand the importance of word choice..

6. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?) Teacher will inform the students that they will be studying a well known text that may use unfamiliar words. Explain that they will work together to understand what the text means and, before the end of the class, rewrite the document using their own words. The teacher will project a copy of the original text and read the text aloud to the students. Students will work with a partner, using their own copies, to highlight unfamiliar words.

The teacher will project the same copy of their text and have each group tell what words they are unfamiliar with. The teacher will highlight each word given. The students will then work in groups of four to discuss the list of words and what they may mean based on their prior knowledge or how they are used in the text. In a class discussion, guided by the teacher, the students will work to determine the meaning of the words. As meanings are agreed upon, students will write them on the whiteboard. If students are at a loss for a definition, the teacher can offer a solution from a prepared list. With their definitions, the students will write, in their own words, their own version of the text. The teacher will collect the work and ask the students to write, as an exit slip, why they think the author used the words they used.

7. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Digital projector to be used in the initial reading of the text and highlighting vocabulary words. Whiteboard and dry erase markers. A copy of potential vocabulary words along with a definition the students can understand. Copies of The Preamble to the United States Constitution, enough for all the students.

8. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.) Teachers/teachers aids for ELL and special education students will be given the assignment in advance in order to familiarize them with the text. The students will be working with other students who can provide assistance in reading and understanding the document.