Learning Experience Plan

Subject: English Grade level: 10

Unit: Informational Text Length of LEP (days/periods/minutes): Day 5/5

45 min

Topic: The Gettysburg Address

Literacy Standards: (include only standards addressed in this LEP) Reading standards for Informational
text: Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary
of the text.

Analyzeindetailhowanauthorsideasorclaimsaredevelopedandrefinedbyparticularsentences,paragraphs,orlarger
portionsofatext(e.g.,asectionorchapter).

WritingStandards:Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformation
clearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) Research paper on The Gettysburg
Students will: Share their research Address
paper/presentation on The Gettysburg
Address
Differentiation (What will you do to meet the needs of students at these different levels?) Students with
reading disability

Approaching On-level Beyond

After working in the
whole class, these
students with the reading
disability, are broke up
into their own small
group to work with me to
help the students
understand the text and
learn in a more personal
level and can directly ask
for help.
Curriculum Integration
On-level and beyond Beyond and on-level
students when working in students when working in
this unit, after we break this unit, after we break as
as a whole class, they will a whole class, they will
work together to work together to generate
generate questions questions together and be
together and be able to able to fully understand and
fully understand and close read the text.
close read the text.
(Does this lesson correlate with any other content area? Describe.)

Material Procedures/Strategies
s

Whiteboar
d

Dry erase

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markers

notebooks

pens

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

Quote of the day: Books serve to show a man that those original
thoughts of his arent very new after all -Abraham Lincoln

Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)

What is close reading?

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience )

Do Now: Now that we are wrapping up our unit on informational texts

recall the definitions of the words: summarize- brief statement of main
points, analyze- how plot/structure, character, setting, and techniques
are used by the author to create meaning, annotate- writing notes,
thoughts, questions and important information on the side of a text to
promote meaning, and interpret- explanation of the meaning of an
author's work, to come up with a definition for close reading? (Students
go on board and write their definition of summarize, analyze, annotate,
and interpret before my definition and then we use those to create the
definition of close reading) close reading- the process of annotating,
analyzing, interpreting, and summarizing a text to find a definitive
meaning and purpose of the text

Direct Instruction (input, modeling, check for understanding)

Guided Practice (how students will demonstrate their grasp of new learning)

Independent Practice (what students will do to reinforce learning of the lesson)

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 Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)

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