Digital Agenda (10/15&16/15)
Standards and Learning Objectives (5 minutes): Directions: Read the following standard(s) and objective(s). A student will be selected toFacilitate the class discussion at random. Unit 2: Education Do Now (10 minutes): Directions:
CCSS 9-10.1 -2
Directions:
________________________________________________________________________________________ Formative Skill: Analyze a complex set of ideas. (RI 10.3) Current Level of Mastery: Fragment Read (10 minutes): Directions:
CONCEPT ATTAINMENT DATA SET - Found in google classroom In a TV commercial, a voice says, “This shampoo will make your hair look smooth and shiny.” Every one of the beautiful models in a TV commercial for shampoo has long, shiny, curly hair. In a TV commercial, the slogan underneath a can of pop says, “Quench your thirst.” In a TV commercial, every one of the young, beautiful people at a wild, exciting party is drinking a certain brand of pop. In an online pop-up, the viewer is asked to click a button to donate money to save the animals and stop animal cruelty. In an online pop-up, there is a picture of a captive bear in a cage wearing a harness and muzzle. A website for a beauty product claims, “Great skin plus SPF.” The model pictured in the website with a focus on anti-aging beauty products looks to be about 30 years old. On a website for a major department store, there’s an advertisement for patio furniture and barbecues. It includes pictures of these items and the slogan, “Save money.” The picture in the advertisement for patio furniture includes a day of sunshine, a sparkling in-ground pool, beautiful flower gardens, and the slogan, “Live better.” On a website for a major fast-food restaurant, there is a picture of a new product with the price advertised beside it. Categories on the website include “Nutrition Calendar,” “Restaurant Locator and Hours,” and “Card.” Categories on the website for this restaurant include “Food Quality,” “Career Opportunities,” “Our Story,” and “Community Commitment.” There is a picture of an Olympic athlete bending down next to a child and both are smiling. Balloons are in the background. TESTERS:
Peer Assessment (5 minutes): Directions:
Independent Response (5 minutes): Directions:
________________________________________________________________________________________ Formative Skill: Citing specific evidence in support of a claim (RI 10.1) Analysis (15 minutes): Directions:
Group I – Watch The Video, listen to the Think Aloud, I will talk through 1 explicit idea and 2 implicit ideas. You will be expected to come up with the rest on your own. You will need to pick 4 more explicit ideas and 3 more implicit ideas as well as explanations for why you chose what you did.
Implicit #1
________________________________________________________________________________________ Formative Skill: RL.10.1 Use strong and thorough textual evidence to determine explicit and implicit ideas in a text. Current Level of Mastery: Independent Response (10 minutes): Directions:
We will then dig deeper for implicit messages. Then, we will work together to determine the possible target audience. Independent Read (20 minutes): Directions:
Group Work (30mins) Now that we’ve thoroughly analyzed explicit and implicit messages together you, with your partner will now:
Exit Ticket (5 minutes): Submit and Reflect Directions:
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
Prompt #1 – Can this song be applied to men as well? If so, how? Pick a lyric from the song that proves that. Prompt #2 – How do you feel after hearing the lyrics to this song? Pick a lyric from the song that resonated with you. (Pick one you liked) [Vocab: Abstinence (noun) – The act of refraining from something
Teacher Name:
Brandon Chism Subject College Ready English Date(s) of Lesson: 10/8/2015-10/9/2015 1.1.A. Selection of Content Standard & Learning Objectives: Common Core State Standard: RL.10.7 - Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). 1.1.A. Selection of Learning Objectives: SWBAT compare and contrast a scene told in two different forms of media from the same story. Students will then argue which scene is more compelling by discussing what is emphasized and absent in both. Students will: In groups create a short skit that takes the best elements of both mediums. Individually, the students will critique the work of their peers using a rubric and their prior knowledge. As a class, we will read and analyze the script and the literature from the book and movie Harry Potter and the Prisoner of Azkaban by J.K. Rowling Today, students will become familiar with the word media, what it means and how stories have different impacts depending on the medium being used. Differentiation/Support: There will be an initial check for prior knowledge gained by grading students’ unit tests administered earlier in the week. Group 1 will consist of students who have less prior knowledge of literary devices and differences between varied media. Group 2 will consist of students who have more prior knowledge. Both groups will do the same assignments, but in different orders and in varying degrees of independence. Group 2 will be nearly independent, while Group 1 will have much more instructor feedback and direct instruction. 1.1.B. Measurability of Learning Objectives: 1.2.A. Designing and Sequencing of Learning Experiences: 1.2.B. Creating Cognitively Engaging Learning Experiences for Students: Do Now (5 min) Students will log on to their google classroom site and write down two words of the day. – Disdain (Verb) To feel as if someone is not worthy of your respect. – They will then copy the sentence and try to come up with one of their own. “Vernon Dursley disdains Harry Potter for his magical abilities.” Medium (Noun) One of the ways people use to communicate, inform, or entertain in society. Examples include: newspapers, radio, or television. Free Write (10 min) Students will write about one of two topics. Choice #1: List any story (books, plays, poems) that you know were the basis for a film. What was similar or different between the two mediums? Was the adaptation much like the original? Explain how. Choice #2: Describe what is both gained and lost when an artist or filmmaker interprets someone else’s work. Why do you think an interpreter would make changes? How can the interpreter still respect the work after many changes are made? Review Objective (5 min) Students will choral read the objective and essential questions for this lesson, restate to each other in partners: THE OBJECTIVE - “Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment” THE ESSENTIAL QUESTION: What are the purposes and/or consequence of interpreting a work of art in a different medium? Direct Instruction I (15 min) The instructor will vocally define the word “media” Despite the way it is commonly used media is the plural form of the word medium. Display different media on the board. Point out each type and explain together they are media; but alone they are separate mediums. The instructor will next explain that movies are an entertainment medium and show the class the opening scene from Harry Potter and the Prisoner of Azkaban. Call out to the group to explain exactly what happened on the screen. Differentiated Instruction (20 min) Group 1 will navigate to google.classroom.com and they will have access to a copy of the opening scene in the book. Read the passage, copy and paste it into your word documents and then underline each and every similarity and difference you can find when comparing the movie to the book. Similarities should be highlighted in yellow. Differences should be highlighted in blue. Group 2 will also navigate to google.classroom.com. They will also have access to the passage, but they will read it popcorn-style out loud with the instructor. Direct Instruction II (15 min) In groups the students will discuss what worked in the book that wouldn’t work in the movie and why or why not each thing is suitable for each medium. The things that the students should keep in mind are that film is a visual medium and the book is not. The teacher will walk around to check for understanding and to allow the students to ask clarifying questions. The teacher will assess the students levels of understanding with a clip board and paper. Group Work (30mins) Now that we’ve analyzed the two different forms, we will now create our own. In groups of 2, the students will create a script that takes the best parts of both mediums and puts them together. The students will have 15mins to write their scripts (the teacher will provide a template and a rubric in google classroom) and will then have the students trade their skits with another group to grade according to the rubric. Group Work (20 min) The students will then perform their skits and vote on their favorites. Exit Ticket (5 min) The students will logon to www.kahoot.com and take a short quiz over media and what is effective in each version. 1.3.A. Lesson Design Guided By Data Unit Quiz: Group A: 100-80% Group B 79-70% Group C 69% and below CURRENT ACADEMIC ACHIEVEMENT # Of students Variable STANDARDIZED TEST DATA # Of students 26 SPECIAL POPULATIONS # Of students Source: Gradebook Source: Unit Exam A (90-100%) Advanced Varies Advanced Varies SPED n/a B (80-89%) Proficient Varies Proficient Varies ELL n/a C (70-79%) Basic Varies Basic Varies RFEP n/a NP (0-69%) Below Basic Varies Below Basic Varies Gifted/High Achieving n/a 1.4.A. Knowledge of Subject Matter to Identify Pre-Requisite Knowledge:
1.4.B. Addresses Common Content Misconceptions: What are common content misconceptions of this lesson’s learning objectives? What are the steps you will take to address these student misconceptions? Misconception Strategies to Address Misconceptions Students may misinterpret the skit and the novel as simply two different writing styles instead of two completely different media. Strategy #1: Have a whole-class discussion about the differences in media types. Strategy #2: Provide a template for a skit and display it next to the novel writing which in turn will be displayed next to a script. Students may think that themes across texts are the same rather than a variation on a theme (they don’t find a unique theme in each work) Strategy #1: Provide background information about each medium and why certain choices are or aren’t made. Strategy #2: Provide an activity that will expose the differences to them by having them write a skit and perform it. They will quickly be able to determine what will or won’t work for them. 1.5.A. Selection and Progression of Formative Assessments: 1.5B. Planned Response to Assessment Data: Timing in the Lesson Cycle Check for Understanding Planned Response to Data Beginning (Do Now, Free Write, Review Objective) Choral Responses (during objective and vocab) If students are not responding to the choral cues correctly, I will have students record a question they have and then ask a partner to help them answer; any questions partners can’t answer will be addressed to me in whole class formation Middle (“Sun Delight,” Brueghel’s painting, Auden’s poem) Working with small subgroup through discussion and check-ins with their writing Circulating and asking students guiding questions. I will ask K.C. and C.A. to be partner leaders. Instead of asking a guiding question, I will ask A.B. and P.L. to record 1-2 questions they have about the task. If students are making errors with their analysis or summary, I will redirect with guiding questions and provide sentence starters or visuals as needed When the small group is working on a piece of the task, I will circulate and check in with students. If they are off-track, I will redirect or, if needed, will partner students with an advanced student (K.C. or C.A.) to assist them. End (Summary of poem or painting, self-monitoring) Partner share: students will read their summary to a partner and I will circulate and listen. If students’ summaries are inaccurate, I will ask 1-2 students if they will share their summary with the whole class. As a whole class, we will analyze what the person did well in their summary and one thing they could improve. I will allow students to use that feedback to make a few revisions to their own summary. 1.5C. Planned Self-Monitoring: Students will self-monitor while they are doing their free writes and while reviewing their skits. They will provide feedback to each other and will then make a revised version of their skit using the feedback. Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
[Vocab: Exasperation (noun) – A feeling of irritation or annoyance.
Common Core Standards: CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.6 Analyze a specific author’s point of view or cultural experience from a literary work from outside the United States. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
Study MAUS! The test is going to be heavily leaning toward things that happened to Vladek and Artie.
Thursday - Friday, October 1st–2ndCommon Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.6 Analyze a specific author’s point of view or cultural experience from a literary work from outside the United States. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
Soldiers, parents, celebrities, leaders, you, etc. all have to take big responsibilities sometimes. Growing up is hard. Life is difficult. In this rap, Eminem, despite the fact that many of his lyrics are violent, speaks out against violence in this song. [Vocab: Invective (noun) – Harsh and/or abusive language. “Many of Eminems raps are invectives about people in his life.
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.6 Analyze a specific author’s point of view or cultural experience from a literary work from outside the United States. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to • Create new sentences using what I know. (DOK 4) • Synthesize - Combine 2 or more things: Using meaning and context clues I will be able to synthesize what I know and use it to create (DOK 4) Lesson Activities: • Do Now – Read the word on the board, write down the definition and write a sentence using the word. Clemency (noun) – Mercy or Forgiveness Sample sentence: The students ask Mr. Chism for clemency when they turn their assignments in late. [5mins] Independent Work (10mins) • You’ve read the quote. Now, go to google drive and begin the free write. Martin Luther King, Jr. is suggesting that we show mercy to those who wrong us. He thinks we should give clemency to people rather than holding grudges or plotting revenge. Today, your free write is going to be called Clemency. Think of someone who has wronged you in the past. Now, write a 5-10 sentence paragraph explaining why you can or cannot show them forgiveness. If nobody has ever wronged you think of what you would say to get forgiveness from someone who has wronged you. If by some stroke of luck every interaction you’ve had with people has been positive write about if you agree or disagree with Martin Luther King, Jr. Is revenge ok? Why or why not? • POP QUIZ! (10 Minutes) o Everyone will log on to Socrative and will take the teacher guided pop quiz. The quiz is done independently. Do not seek help from your peers. • Group Work (60 Minutes) o If you score a 75 or below on the quiz log on to google classroom and complete the Group 1 Assignment (A vocab course) When complete begin work on the Group 2 Assignment. Group 1 members may work with other Group 1 members o If you score above 75 log on to google classroom and complete the Group 2 Assignment (Actively Learn Document) When complete begin work on the Group 1 Assignment. Group 2 members may work with other Group 2 members • Read Aloud Activity! [30mins] o The teacher will read aloud the first few pages of Maus chapter 5 while the students take notes. Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
· Do Now – Read the word on the board, write down the definition and write a sentence using the word. Camaraderie – Trust among friends. Sample sentence: You gain a sense of camaraderie after working with people for awhile. [10mins]
Teacher Rubric for Group Work Contribution 1One or more members do not contribute. 2All members contribute, but some contribute more than others. 3All members contribute equally. 4All members contribute equally, and some even contribute more than was required. Cooperation 1Teacher intervention needed often to help group cooperate. 2Members work well together some of the time. Some teacher intervention needed. 3Members work well together most of the time. 4All members work well together all of the time; assist others when needed. On task 1Team needs frequent teacher reminders to get on task. 2Team is on task some of the time. Needs teacher reminders. 3Team is on task most of the time. Does not need any teacher reminders. 4Team is on task all of the time. Does not need any teacher reminders. |
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