1. University of Puerto Rico – Aguadilla PPM-UPRAg
(school name)
(town), PR
Daily Lesson Plan:
Teacher: __Ms. AyalaNicolle_______________ Grade: _11th grade_____________________
Theme/Topic: Memoir – My Point of View Date: November 30,2015
Teaching Strategies:
Curriculum Integration
o Interdisciplinary Teaching
X Integrationwith: _History_
ECA Phase: _____Exploration __X__Conceptualization ___Application
Objective(s): (Dr. Norman Webb, 2010-11)
After reading the story “Water “by Helen Keller, the student will:
Conceptual:
(concepts,
principles, data,
facts)
Recognize the genre of memoir in the story adequately.
Define the characteristics of memoirs correctly.
(DOK Level -1)
Procedural:
(processes, skills,
strategies)
Identify the characteristics of memoir in the story correctly.
(DOK Level - 1)
Organize the characteristics mention in the story on a worksheet adequately.
(DOK Level- 2)
*Attitudinal
: (attitudes,
values, norms)
Judge the blindness of Helen Keller orally.
(DOK Level- 4)
Concepts & Skills (DEPR Stage 1-CM)
Graphic Organizer (Characteristics of Memoirs)
Story: Water by Helen Keller
Depth Level of Knowledge: (Dr. Norman Webb, 2010-11)
Level 1:
Memorization/ Recall
Level 2:
Processing
Level 3:
Strategic Thinking
Level 4:
Extended Thinking
_X_identify __name
_X_define __match
__recognize __report
__list __recite
_ draw __label
_ memorize __tell
__infer __classify
__categorize __ predict
__collect __estimate
_X_organize __interpret
__modify __compare
__construct __show
__revise
__investigate
__assess
__construct
__apprise __compare
__critique __explain
__design
__connect
__synthesize
_X_critique
_ analyze
__create
2. __arrange __recall
__repeat __state
__calculate __use
__illustrate
__separate __relate
__distinguish __summarize
_ cause/effect
__make observations
__use context clues
__formulate
__hypothesize
__differentiate
__draw conclusions
__cite evidence
__prove
__apply concepts
English Core Standards : (DE, 2014) Grade:
Listening speaking Reading Writing Language Arts
(11.L.1c) Listen
and respond
during a read
aloud,
presentation,or
performance
from a variety of
literature,
periods, genres,
and styles to
analyze character
development and
setting,and to
distinguish the
characteristics of
tone, voice, and
mood to make
connections to
text.
(11.S.1) Contribute to class,
group, and partner discussions,
sustaining conversations on a
variety of appropriate and relevant
academic, social, college, and
career topics by following turn‐
taking rules, asking and answering
relevant, on‐topic questions,
affirming others,providing
additional relevant information,
paraphrasing and
evaluating/analyzing/synthesizing
key ideas
(11.R.1) Evaluate,
analyze,
research/synthesize,
and document
inferences and
conclusions drawn
from in
-depth critical
reading of
appropriate texts and
viewing of
multimedia.
Examine ideas,
increasingly
complex
phenomena,
processes,genre,
and relationships
within and across
texts. Recognize fact
vs. opinion
and fiction vs.
nonfiction as well as
facts/supporting
details from
the texts.
(11.W.8)
Write
routinely over
short and
extended time
frames (time
for
research,
reflection, and
revision) for a
variety of
discipline
-specific
tasks,
purposes,and
audiences.
(11.LA.1)
Demonstrate
command of the
conventions of
English
grammar.
a. Explain the
function of
phrases and
clauses and
apply correctly.
b. Choose
among simple,
compound,
complex, and
compound
-complex
sentences when
speaking and
writing.
Six Pillars of Character (Values) (Michael Josephson, 2011)
__Trustworthiness (integrity, honesty, promise-keeping,
loyalty, sincerity)
_X_Fairness (consistency,equality, ,justice)
_X_Respect (honor, dignity,courtesy, non-violence, tolerance)
__Caring (kindness, compassion, empathy,charitableness, forgiving,
gratefulness)
__Responsibility (self-control,self-improvement, self-reliant,
prudence,proactive, perseverance,hard-working,discipline)
__Citizenship (obedience, well-being,democracy)
Assessment Techniques:
3. _ group discussion
__debate
__illustration
__check list
__comic strips
__summary
__game
__drama
__painting
__collage
__skit
__picture book
__role-play
__ drawing
__diagram
_X_graphic organizer
__conceptualmap
__concrete poem
__reflective diary
__anecdotic record
__focalized list
__journals
__writing prompts
__Venn diagram
__oral report
__projects
__rubrics
__portfolio
__interview
__questionnaires
Performance Tasks or other Evidence: (DEPR – CM)
Graphic Organizer (Characteristics of Memoirs)
Story: Water by Helen Keller
Activities (Procedure):
Initial
Routine: Greetings, Roll Call
Initial
Activities:
The teacher reviews the main parts of the story orally with the class and
prompts questions to spark discussion.
What’s a memoir?
Why is this story a memoir?
Who is talking in this memoir?
What do you think about blind people?
Do you think blind people have an opportunity in life?
What did you learn from this story?
What are the characteristics of a memoir?
Which characteristics can we observed in the story?
Development
Activities: The teacher will divided the students in groups of three.
The students will work together and fill out a graphic organizer based on
the characteristics of memoir found in the story “Water” by Helen Keller.
Closing
Activities:
The teacher will ask each group to share their responses to see if there are
correct.
The students will share their answers with others groups and teacher.
Materials/ Resources & Unit Attachments (DEPR Stages 2 & 3 – CM)
