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The Academy for Technology & the Classics

Lesson Plan Template


Instructors name: Kathy Rappaport Week of: Jan 21-24 Course/Grade: Reading Unit Name: Reading Strategies for Literature and Informational Texts

Common Core/ NM Content Standards: Craft and Structure Literacy.RL8.4 Determine the meaning of words and phrases in a text Key Ideas and Details Literacy. RL.8.1 Analyze what the text says explicitly as well as inferences drown from the text Writing Standard Literacy .W.8.1b Support claims with relevant evidence. Demonstrate an understanding of the topic or text.

Essential Question(s): How do I support claims by using relevant evidence from the text?

Other considerations (modifications, accommodations, acceleration, etc.): Ninth grader will be reading a different text, Greater Than Angels

Connections (prior learning/prior knowledge): Pre-reading strategies: defining tier 2 vocab words before reading the text. Reading strategies: asking questions as you read, rereading for comprehension, looking for main ideas and supporting ideas; Post reading strategies: answering questions that ask students to recall explicit ideas and infer implicit ideas, summarizing. Writing strategies: using examples and quotes to support ideas Resources/Materials Because of Winn-Dixie Greater Than Angels

Assessment (How will you monitor progress and know students have successfully met outcomes?) Daily: Do Now checks for understanding of the previous days lesson. Questions check for understanding of each chapter. This Week: Students will complete a three-paragraph essay. Time allotted MONDAY Learning TargetStudents will work on editing, revising and rewriting their essays from last week, by Lesson activities for instructor and students Assignment(s) DueGraphic organizer with mistakes categorized. Corrected Essays

categorizing their mistakes (structure, clarity, syntax, word choice, punctuation, spelling) in a graphic organizer and then rewriting the essay. Students will produce clear and coherent writing by identifying and correcting run on sentences. TUESDAY Learning TargetStudents demonstrate an understanding of main ideas in Chapters 4-10 by taking a quiz that includes recall, analyzing characters, recognizing literary devices (figurative language, flashbacks, point of view, foreshadowing, suspense), and themes, and requires students to cite evidence for main ideas.

Run on Worksheet Students will read Chapters Ten and Eleven aloud.

Assignment(s) DueQuiz Students will read Chapter 12 and 13

WEDNESDAY Students will analyze main ideas of Chapter 12, both explicit and inferred, and support ideas with examples from the text as they answer questions about the chapter. THURSDAY Learning TargetStudents will analyze main ideas in an informational text and cite evidence to support their ideas in a discussion about articles from Time for Kids. FRIDAY Learning TargetStudents will demonstrate understanding of Tier Two and Tier Three specialized vocabulary in an informational text by writing definitions from Time for Kids in their own words. Students will identify main ideas and supporting ideas in an informational text by answering questions about the text.

Assignment(s) DueQuestions about Chapter 12 Questions about Chapter 13

Assignment(s) DueVocab Worksheet Read Time for Kids Discuss articles

Assignment(s) DueStudents will fill out Time for Kids Graphic Organizer

Post-Teaching Reflections on Lesson


What went well?

What needs to be improved? Why?

Strategies to consider for improving lesson:

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