reading integrating social studies strategic lesson plan ... · 5) determining the author’s...

Reading Integrating Social Studies Strategic Lesson Plan

Teacher: Mrs. Horton & Miss Morris

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Date: Monday, December 14,2015

Lesson and/or Unit Title: Literary Analysis/ Adversity Nine Weeks Review

Stage 1 – Desired Results Amount of Time (94): 94 minutes Common Core Standards: All Nine Weeks Objectives CCSS.ELA-Literacy.RL.6.1/RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy. RL.6.2/RI.6.2

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal

opinions or judgments.

CCSS.ELA-Literacy RL.6.3/.RI.6.3

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or

anecdotes).

CCSS.ELA-Literacy.RL.6.4/RI.6.4/L.6.5

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

CCSS.ELA-Literacy.RI.6.5

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development

of the ideas.

CCSS.ELA-Literacy.RL.6.6/RI.6.6

Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.


Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent

understanding of a topic or issue.


Compare and contrast one author’s presentation of events with that of another.

CCSS.ELA-Literacy.SL.6.1.a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-Literacy.L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.6.3.a

Vary sentence patterns for meaning, reader/listener interest, and style.

CCSS.ELA-Literacy.L.6.3.b

Maintain consistency in style and tone.


Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.



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CCSS.ELA-Literacy.W.6.2.a

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.6.2.b

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Language Proficiency Level: Language Proficiency Level: Read fluently and comprehend grade appropriate text, as well as different media formats by writing a

constructive response.

Student Learning Objective (s): 1) The learner can demonstrate knowledge and mastery of

all second nine weeks objectives.

Essential Questions: (Checking for Understanding)

1) What evidence from the text best supports the answer?

2) What are inferences that can be made from the text?

3) What is the central idea of the text?

4) How is the central idea elaborated throughout the text?

5) What is the meaning and purpose of the figurative language

used in the text?

6) What is the author’s purpose? 7) How does the author develop and express his purpose? 8) How does one author’s point of view/purpose compare to that

of another’s? 9) How can unfamiliar words be analyzed in order to determine

the meaning? 10) What are the three essential elements to an informative

constructed response?

Lesson Outcome (s): 1) Citing textual evidence to support analysis of a text.

2) Identifying and Determining inferences in an

informational text.

3) Determining the central idea of a text and how the

author conveys it.

4) Determining the figurative language and its meaning

used within a text.

5) Determining the author’s purpose and point of view of

a text and how it is conveyed through particular details.

6) Determining how and why the author uses figurative

language in a particular way.

7) Comparing one author’s perspective to another’s.

8) Analyzing and determining the meaning of unfamiliar

words.

9) Constructing an informative constructive response.

Key Vocabulary: 1) Constructed Response

2) Informative Writing

3) Expository

4) Thesis Statement

5) Audience

6) Introduction

7) Reason/Detail/Fact

8) Conclusion

9) Relevant Content

10) Text Structure

11) Central Idea

12) Purpose

13) Task

14) Author’s Purpose

15) Generalizations

Stage 2 – Assessment Evidence Performance Task: (created artifact…) The students will complete an in depth and comprehensive study guide in order to prepare for the nine weeks exam.

Summative Task: (quizzes, tests, prompts)



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Stage 3 – Learning Plan Bell Ringer (10) The students will complete a Part A & B PARCC type sample question on targeted nine weeks skills.

Anticipatory Set (10): The students will receive, review and discuss their study guide with a partner; identify which skills the

students believe he/she is struggling with.

Input/Modeling/Crafting (30): The teacher will unpack the learning targets.

The teacher will review the study guide with students.

The teacher will review the expectations of what is to be completed on the study guide by the end of class.

Guided Practice (35): The teacher will lead the students in answering sample questions from the study guide fully and completely.

Independent Practice (0): The students will work with a partner to complete the assigned portion of the study guide.

The students will take notes on which skills their partner is struggling with.

Closure (9): The students will review and discuss their study guide with a partner; discuss their identified target skills from the beginning of class and

reassess their understanding/comprehension of the skill. (Linguistic)

Alignment Extension (Homework): The students will complete a remediation packet on unmastered skills from the day’s study guide selection. Differentiation Notes: Strategic Intervention: Literary Analysis

1) The teacher will supply the students with remediation packets for

unmastered skills.

Accommodations / Modifications:

Use of memory aids, fact charts, or resource sheets

Clue student to stay on task

Shortened assignments

Technology Integration: Word Processing

Power Point

Internet Resources

Graphics/Charts

Internet Research

Interactive Whiteboard

Classroom Performance System

Other: Comprehensive Study Guide



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Materials/Items Needed

1) Study Guide-one per student

2) Peer Evaluation Form-one per student

Strategies: Student Choice

Modeling Reading Strategies

Modeling Writing Strategies/Process

Reading Aloud

Cooperative Learning

Independent Reading

Writing Before and After Reading

Pre and Post Test

Hands-on Learning Manipulatives

Small Group

Higher-Order Thinking Skills

Real-World Connections

Anchor Charts

Research Materials

Writing Workshop Time

Conferencing

Classroom/Content Area Literacy Library

Other (Explanation Needed)



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Date: Tuesday, December 15, 2014









anecdotes).





of the ideas.





















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used in the text?







informational text.


author conveys it.


used within a text.







words.




18) Expository

19) Thesis Statement

20) Audience

21) Introduction


23) Conclusion

24) Relevant Content

25) Text Structure

26) Central Idea

27) Purpose

28) Task


30) Generalizations

Stage 2 – Assessment Evidence Performance Task: (created artifact…)




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The students will complete a PARCC-type assessment with EBSR and PCR questions covering all second nine weeks skills.

Stage 3 – Learning Plan Bell Ringer (10)

The students will complete a Part A & B PARCC type sample question on targeted nine weeks skills.

Anticipatory Set (10): The students will receive, review and discuss their study guide with a partner; identify which skills the students believes he/she is

struggling with.


The teacher will review the expectations and format of the assessment.

Guided Practice (25):

The teacher will lead the students in a review of the study guide before testing. Use graphics to review the skills.

Independent Practice (20):

The students will complete a PARCC type assessment covering all second nine weeks skills. The students will also complete the final

draft of their writing and use a self-checking strategy to check their work before turning it in to the teacher.

The students will have SSR (Silent Sustained Reading) time.

Closure (14): The students will answer the following questions on index cards to end the session- What did you learn? What did you like about the

lesson? What would you change? (Visual & Auditory)

Alignment Extension (Homework): (Friday) The students will read their AR book.

Differentiation Notes: Strategic Intervention: Literary Analysis

1) The teacher will supply the students with graphic organizers that

enable them to construct a 3-point response with a clearer

understanding.






Power Point

Internet Resources

Graphics/Charts

Internet Research



Other



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1) Score 21 assessment

2) Item Analysis Chart

3) AR Books




Reading Aloud


Independent Reading


Pre and Post Test


Small Group



Anchor Charts

Research Materials


Conferencing


Weekly Assessment

Other (Explanation Needed): Nine weeks exam



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Date: Wednesday-Friday, December 16-18,2014









anecdotes).





of the ideas.





















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used in the text?







informational text.


author conveys it.


used within a text.







words.




33) Expository

34) Thesis Statement

35) Audience

36) Introduction


38) Conclusion

39) Relevant Content

40) Text Structure

41) Central Idea

42) Purpose

43) Task


45) Generalizations

Stage 2 – Assessment Evidence Performance Task: (created artifact…)




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The students will work collaboratively to identify, correct and discuss missed questions from the test.

Stage 3 – Learning Plan Bell Ringer (10) The students will complete a Part A & B PARCC type sample question on targeted nine weeks skills.

Anticipatory Set (10): The students will receive, review and discuss their study guide with a partner; identify which skills the

students believe he/she is struggling with.


The teacher will review the test with students; and pair them up.

The teacher will review the expectations of what is to be completed during the test analysis.

The teacher will model for students how to justify their incorrect answers.

Guided Practice (35): The teacher will lead the students in identifying incorrect answers on the test, and justifying their answers.

Independent Practice (0): The students will work with a partner to complete the analysis, correction and justification of the exam.

The students will take notes on which skills their partner is struggling with.

Closure (9): The students will receive a remediation Christmas packet on unmastered skills. (Linguistic)

Alignment Extension (Homework): The students will complete a remediation packet on unmastered skills from the exam. Differentiation Notes: Strategic Intervention: Literary Analysis

1) The teacher will supply the students with their graded nine weeks

exam.

2) The teacher will supply the students with remediation packets for

unmastered skills.






Power Point

Internet Resources

Graphics/Charts

Internet Research



Other: Comprehensive Remediation packets



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3) Study Guide-one per student

4) Peer Evaluation Form-one per student




Reading Aloud


Independent Reading


Pre and Post Test


Small Group



Anchor Charts

Research Materials


Conferencing


Other (Explanation Needed)

reading integrating social studies strategic lesson plan ... · 5) determining the author’s...

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