Learning Target(s) Assessment(s) -I can provide evidence to support my understanding of text -I can infer meaning from text Formative: students will provide written documentation and citation from activities listed, demonstrating their ability to use evidence from text to support their understanding and inferences.
Introduction: Building engagement and purpose How will this lesson or series of lessons help students make progress towards the learning target(s)? What will cause students to be curious and want to learn? How will I provide students with a vision of the learning target(s) in a way that gives them ownership of their learning?
Instructional Plans
Duration
Differentiation What support and/or extension do you anticipate students will need? How will you adjust the process of and resources used for learning to fit each students readiness, interest, or learning profile?
Go over learning targets (define necessary terms, like infer/inference)
Define the word policy by providing specific examples (ex. cellphone policy)
Show the images of high school dress codes on the projector (see attached and resource links)
Ask students to write what they think each policy is saying and how they came to that conclusion by providing specific evidence- then turn and share with a partner. (Alert students that this will be collected)
Look at the policies with the whole class- ask students to volunteer to share out what they think the policies are saying and how they came to that conclusion
10 min -Visual and textual examples, plus writing, and oral participation allows for multiple access points for different learning styles to achieve understanding
-Students who process orally may turn to speak with a partner if they are struggling to write something down, after speaking with a partner they can write down what they said
If students do not make the notice first, observe how you can infer (define infer) what the policies are suggesting, without explicitly saying these things- example: Slacks and shorts are not acceptable as regular school wear. Meaning pants are not appropriate or professional clothing for girls.
Scaffolding plans for the body of the instruction What sequenced steps will the students and I take to ensure that all students meet the learning target(s)? How will students know what quality looks like, and how will I support them in producing quality work? How will students work or practice together during learning?
Instructional Plans Duration Connect: How is it that (mostly) women wearing pants is considered both professional and acceptable now? Students, teachers, administrators all protested! And through this policies changed.
Modern day example: Students read separately or with a partner an excerpt from article on legging ban in Illinois. Ask the questions: In the first two paragraphs of the article, the journalist uses the phrase too distracting and quotes a protest sign which says Are my pants lowering your test scores? What do these phrases mean? Use specific quotes from the article to explain your understanding.
They can highlight these quotes rather than copy them and number what they choose to use to correspond with their responses (i.e. highlight the quote in the article, put a (1) next to it, write (1) on your lined paper, and explain how it relates to your understanding. Students turn in written work and highlighted article 15 min -Creating space for students to make their own connections, preparing methods to scaffold if students are not yet in a place to make that connection- Asking questions first to assist students in getting to that point of learning and processing the information.
-Defining infer/inference again- repetition of new words
-Providing written article for each student and option to work together or with a partner -Providing highlighters for students to use with the text
-Drawn example on the board to further explain how I want them to cite the quotes that they are using- written and visual explanations of the instructions.
-Definitions of more difficult words inserted into the article to
make it accessible for multiple vocabularies.
Synthesis How will students synthesize their understanding? How will I use this information to plan my next instructional steps?
Instructional Plans Duration Differentiation Students will share out their responses to the questions to the larger group, either with their partners or as individuals- all students will turn in their written work. 5 min -students who process orally and aurally will benefit from this piece, as students who process more with writing will have benefited from the writing activities in this lesson