Copy_of_Howard_County_Secondary_Language_Arts_

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Copy_of_Howard_County_Secondary_Language_Arts_

  1. 1. Howard County Teaching Strategies Secondary ___ Scaffolded Questioning Language Arts ___ Independent Reading Lesson Plan ___ Interpretation of Primary FormatUnit: Recurring Patterns in Literature SourcesLesson Title: Introduction to Watership ___ Interpretation of GraphicsDown (maps, graphs, cartoons,Essential Objective(s): tables,…) ___ Concept Attainment ___ Grouping StrategiesMaterials: ___ Think-Pair-Share ___ RoundtableAnticipatory Set/Context Setting: ___ JigsawStudents will be asked to brainstorm ___ Pairs Check/Reviewwords associated with SURVIVAL.Using the website, www.wordle.net. ___ Indep/Group Projectideas will be added to a colorfullist/web that can be shown in front of ___ Integration of Technologythe class using the LCD projector. ___ AudioStudents can even be invited up to thefront of the class to type ideas into the ___ Formal Writingbrainstorming web. ___ Informal Writing ___ Modeling/Demonstration ___Small/Large Group ___ Reading (Pre, During, Post) ___ Simulation/Act-it-Out ___ Video Clips ___ Cross-Curricular Connections ___ Other___________________
  2. 2. Development/Procedures: Differentiation/Strategies ___ Tiered assignments ___ Flexible grouping ___ Learning centers ___ Curriculum compacting ___ Varying questions ___ Independent Projects Learning Modalities ___ Visual ___ Auditory ___ Tactile/Kinesthetic Modifications ___ Adapting the skill level ___ Adapt the number of items ___ Adapt materials ___ Provide learning strategy ___ Provide audio/video/digital access ___ Increase personal assistanceTransition: IEP Goals/Accommodations (Based on Student IEP/504 ) _____________________________________ ___________Development/Procedures: Reading Strategies1. Tell students that they are going to Textread a story about survival
  3. 3. ___Literary ___InformationalBefore___ Purpose___Prior knowledge___ Preview ___Voc./Concepts___ PredictDuring___ Chunking___ Self-monitoring through clarifying questions and notations on text___ Reread___ Metacognitive conversationAfter___ Summarize or paraphrase___ Write BCRs in answer to reading questions___ Use rubricsGeneral Reading Processes___Decoding___Vocabulary___Fluency___Comprehension___ Reading Apprenticeship®___ Other
  4. 4. Transition: ASSESSMENT ___ Collect and GradeSummary/Closure: ___ Check for Completion ___ In-Class Check ___ Rubric ___ Checklist ___ Peer/Self Assessment ___ Journal/Learning Log ___ Portfolio ___ Constructed Response ___ QuizHomework/Enrichment: ___ Test ___ Presentation ___ Performance Assessment ___ Informal Assessment ___ Exit Slip ___ Other

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