Crispy Pork Rinds(2)
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This document provides information about a lesson plan using the book "Staying Fat for Sarah Byrnes" by Chris Crutcher with a 10th grade language arts class of 30 students. The objective is for students to complete a double-entry journal responding to passages from the book with connections to their own lives. During the lesson, students will discuss the author and do a double-entry journal as they read, writing important passages and personal responses. Afterwards, they will have small group discussions about their responses.
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This document discusses strategies for teaching content area literacy. It begins by defining content literacy as using reading and writing skills to acquire new knowledge in a subject area. Several prereading strategies are described to activate students' prior knowledge, like anticipation guides and vocabulary exercises. The impact of schema, or background knowledge, on comprehension is explained. Tips are provided for struggling readers and an overview of the components of reading. Sample reading activities like KWL charts, SQ3R, and story impressions are outlined. The document concludes with recommendations for using textbooks and resources for further information.
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th Group
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Integrating Literacy Across the Curriculum
This document outlines Jen Sweigart's approach to integrating literacy into science and social studies lessons. She begins with a modeled reading where she thinks aloud to demonstrate comprehension strategies. This is followed by shared reading where students apply the strategies to complex texts with teacher support. Students then build content-driven anchor charts citing text evidence. Hands-on activities help synthesize learning. The approach emphasizes using reading strategies like questioning, determining importance, and synthesizing across genres to develop deep understanding of concepts in a positive learning environment.
Literate environment presentation by Andrea Lewis
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2) It emphasizes the importance of teachers getting to know individual students as literacy learners through assessments, understanding their interests, and using flexible grouping and differentiated instruction.
3) The document also discusses selecting appropriate texts for students by matching their literacy level and interests, ensuring texts are engaging, and using them to teach comprehension and writing skills.
CLTA 2011 Robin Harvey's Balanced Literacy Presentation
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This document provides an overview of teaching techniques for immediate impact, focusing on the Common Core shifts in English Language Arts and math. It discusses asking text-dependent questions to facilitate evidence-based conversations and keeping students focused on the text. For math, it emphasizes developing a deep understanding of concepts. The document also provides examples of creating text-dependent questions, engaging students in discussions, and questioning techniques to involve all learners.
Running head First Grade ELA 1 .docx
Running head: First Grade ELA 1
Final Project First Grade ELA
EDU-381 Curriculum and Instructional Design
First Grade ELA 2
First Grade ELA
Lesson 1
Grade Level
Grade 1
Instructional Model
I would use the Integrative model to framework my lesson plan. According to
Appendix D: Instructional Models - Teaching Content and Thinking Skills of the Albemarle
County Public Schools, "In the Integrative Model, students develop a deep understanding of
organized bodies of knowledge while developing critical thinking skills. The model is
designed to teach combinations of concepts, generalizations, principles, rules, facts and the
relationships between them, typically through the use of matrices which may be either teacher
or student-generated, depending on student readiness (e.g. a chart comparing characters in a
literary work in terms of personal attributes, conflict, and symbolism). Students are expected
to do the following: describe, compare, and search for patterns; explain similarities and
differences; hypothesize outcomes for different conditions; and generalize to form broad
relationships"(Albemarle County Public Schools, Appendix D).
Standards
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Objectives
Students will read, listen, and watch different versions of The Three Little Pigs(in
whole group class setting) and compare/contrast their characteristics.
Students will understand
• There are similarity and differences in fiction literature. They will also know that
there are different versions of very similar stories with characters and plots in
common.
Students will know
• They will know that there are different versions of very similar stories with
characters and plots in common.
• They will know the vocabulary related to comparing and contrasting. For
example same, alike, similar, in common, different, contrast, not the same.
Students will be able to
• Use a graphic organizer to illustrate comparing and contrast
• Verbally retell key details and events of a story
Assessment Plan
http://www.corestandards.org/ELA-Literacy/RL/1/1/
http://www.corestandards.org/ELA-Literacy/RL/1/2/
http://www.corestandards.org/ELA-Literacy/RL/1/3/
http://www.corestandards.org/ELA-Literacy/RL/1/9/
First Grade ELA 3
Formative:
The formative assessment will be conducted by watching the students participation
during the group reading and bubble graph to check for progress and understanding.
The teacher will look for students to be participation by calling on students and asking
...
Daily Lesson 2
This daily lesson plan is for a 10th grade English Language Arts class. The lesson focuses on analyzing characters from the novel "In Cold Blood" by Truman Capote. Students will work in groups to create character profiles of major characters from the first 50 pages of the novel. They will then present their profiles to the class. For homework, students will continue journaling about their reading and will begin working on a body biography mini-project about one of the characters. Formative and summative assessments include the character profiles, journals, and body biography project. The lesson aims to help students understand the characters and vocabulary through class discussion, group work, and independent assignments.
An Uncommon Approach to Common Core
This document discusses an uncommon approach to professional development called lesson study that focuses on teacher-led inquiry. It summarizes the lesson study process which includes planning, conducting research lessons to collect data on student learning, and reflecting. The document provides an example of a lesson study conducted by teachers on analyzing documents about the Occupy Oakland movement. It discusses how the lesson study approach differs from traditional professional development and supports collaborative teacher learning and improvement of instructional practice.
B 2 trouble with textbooks
This document discusses strategies for using textbooks more effectively in the classroom. It notes that textbooks are often difficult for students to read and understand. It then provides several suggestions on how to supplement textbooks, including having empathy for students' struggles, helping students get started with lessons, not leaving students alone with textbooks, choosing assignments strategically, and supplementing textbooks with other materials. The document also discusses analyzing textbook features and promoting critical thinking. It provides examples of strategies like using sticky notes, bookmarks, and audio assists. Overall, the document advocates supplementing textbooks with other sources in order to improve students' learning and engagement.
March 8, 2012
This lesson plan aims to teach 12th grade students about the main idea and summary of the main idea in an essay. Students will read a presentation distinguishing the main idea from the summary of the main idea. They will then identify examples of each from the presentation. To assess understanding, students will answer questions about the location and difference between the main idea and summary. The goal is for students to synthesize the key concepts and value writing structure.
Nichols English 11 12 Module 1A Storyboard
This four-week storyboard outlines a unit on narrative writing for an 11th/12th grade English class. Students will analyze poetry and slam poetry to learn narrative techniques like dialogue, description, reflection, plotlines and pacing. They will write their own poems applying these techniques and themes. In week 4, students will workshop drafts, give peer feedback, and perform poems at a cypher event. The unit aims to help students engage listeners and reflect on their progress as authors.
edTPA LP 1
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
DLL WEEK 7 READING AND WRITING.docx
This document contains a daily lesson plan for an 11th grade Reading and Writing Skills class. The plan outlines objectives to define well-written text, identify properties of well-written text, and explain the use of appropriate language. Content includes discussing the organization and properties of well-written text. Learning activities have students answer questions about well-written text, identify appropriate and inappropriate language examples, and discuss effective language characteristics. Formative assessment involves students answering questions in partnerships to demonstrate their understanding.
Reading assessment
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
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