LBS I Program Instruction Planning Format: Joel Wright

Considerations List techniques and strategies to be used in addressing each considerations across the lesson activities y

Daily Plan: Monday, November 7, 2011 Select appropriate segments from below, repeating or deleting as appropriate for lesson

SEGMENT: Introducing New Content: Romeo and Juliet: Act II, Scene I y Big Idea: Characters: How can we identify the different characters motivations in this scene? What are the motivations of: Romeo, Juliet, Mercutio, Benvolio? Communicating lesson y Getting Learner Focused: How does this scene feel? Is it relaxed? Menacing? Exciting? objectives: Identifying the key y Assessment events in the narrative in y Closure correct chronological order. Plans for individualizing: Do you agree with Romeos actions? If you were in his situation, would you choose to do the same thing, or would you do something different? Establishing/maintaining positive relationships: Full student participation. SEGMENT: Practicing Skills/Deepening Knowledge: (identify target behavior, big idea or Students will act parts, not objective) : Students will use their plot charts to identify and describe five events from the scene merely read them. in chronological order, and will label the events as introduction, rising action, climax, falling action, and resolution. Recognizing adherence/lack y Procedures to prevent errors and plans for consequences (reinforcement & error correction): of adherence to rules Group activity y Closure Communicating high Plans for individualizing expectations for all students

y Maintaining high level of student engagement

Reflections:

LBS I Program Instruction Planning Format

Considerations List techniques and strategies to be used in addressing each considerations across the lesson activities y Communicating lesson objectives: Identifying the key events in the narrative in correct chronological order. y Establishing/maintaining positive relationships: Full student participation. Students will act parts, not merely read them. y Recognizing adherence/lack of adherence to rules y Communicating high expectations for all students y Maintaining high level of student engagement

Daily Plan: Tuesday, November 8, 2011 Select appropriate segments from below, repeating or deleting as appropriate for lesson SEGMENT: Introducing New Content: Romeo and Juliet: Act II, Scene II y Presentation Outline: This scene, also known as the Balcony Scene, is one of the most famous scenes in all of literature. Where is another place where you may have heard of or seen an adaptation of this scene? y Getting Learner Focused y Assessment y Closure Plans for individualizing: How has Romeo and Juliets relationship changed from Act I? SEGMENT: Assessment/Data Collection: (identify target behavior or objective) y Students will complete plot charts for Scenes I-II independently. SEGMENT: Practicing Skills/Deepening Knowledge: (identify target behavior, big idea or objective) Sharing and discussing our plot charts. y Activities in sequence y Procedures to prevent errors and plans for consequences (reinforcement & error correction): y Closure Plans for individualizing:

Reflections:

LBS I Program Instruction Planning Format

Considerations List techniques and strategies to be used in addressing each considerations across the lesson activities

Daily Plan: Wednesday, November 9, 2011 Select appropriate segments from below, repeating or deleting as appropriate for lesson

SEGMENT: Introducing New Content: Romeo and Juliet: Act II, Scene III y Big Idea: Meeting a new character: Friar Lawrence, who is he? y Getting Learner Focused: Review: Which characters are Capulets? Which are Montagues? y Communicating lesson Who is neither a Capulet nor a Montague? objectives: Identifying the key y Assessment events in the narrative in y Closure correct chronological order. Plans for individualizing: Friar Lawrence is somebody who Romeo trusts, and looks to as an authority. Who do you trust in your lives? y Establishing/maintaining positive relationships: Full student participation. SEGMENT: Practicing Skills/Deepening Knowledge: (identify target behavior, big idea or Students will act parts, not objective) merely read them. Plot Charts: Act II, Scene III y Recognizing adherence/lack of adherence to rules y Communicating high expectations for all students y Maintaining high level of student engagement

Reflections:

LBS I Program Instruction Planning Format

Considerations List techniques and strategies to be used in addressing each considerations across the lesson activities y

Daily Plan: Thursday, November 10, 2011 Select appropriate segments from below, repeating or deleting as appropriate for lesson

SEGMENT: Introducing New Content: Romeo and Juliet: Act II, Scene IV y Big Idea: This scene is dominated by two characters, Mercutio and Nurse. Compare and cntrast these two characters. Communicating lesson y Getting Learner Focused objectives: Identifying the key y Presentation Outline events in the narrative in y Assessment correct chronological order. y Closure Plans for individualizing: Establishing/maintaining positive relationships: Full student participation. SEGMENT: Practicing Skills/Deepening Knowledge: (identify target behavior, big idea or Students will act parts, not objective) merely read them. y Filling out plot charts. y Procedures to prevent errors and plans for consequences (reinforcement & error correction): Recognizing adherence/lack This is a scene with very little actual action. However, like all the other scenes, it still has of adherence to rules an introduction, a climax, and a resolution. What strategies can we use to identify them? y Closure Communicating high Plans for individualizing expectations for all students

y Maintaining high level of student engagement

Reflections:

LBS I Program Instruction Planning Format

Considerations List techniques and strategies to be used in addressing each considerations across the lesson activities

Daily Plan: Friday, November 11, 2011 Select appropriate segments from below, repeating or deleting as appropriate for lesson

SEGMENT: Introducing New Content: Romeo and Juliet: Act II, Scene V y Big Idea Setting up the scene: This is Romeo and Juliets secret wedding. y Getting Learner Focused Identify the following elements of this scene: Setting, characters, y Communicating lesson theme. objectives: Identifying the key Plans for individualizing: Is the fact that Romeo and Juliet are getting married secretly a good events in the narrative in idea or a bad idea? What does Friar Lawrence want? What are his motivations? correct chronological order. SEGMENT: Assessment/Data Collection: (identify target behavior or objective) : Independently write a plot chart for Scene V. y Establishing/maintaining positive relationships: Full y Activities in sequence student participation. y Data collection plan & decision rules Students will act parts, not Plans for individualizing merely read them. y Recognizing adherence/lack of adherence to rules y Communicating high expectations for all students y Maintaining high level of student engagement SEGMENT: Practicing Skills/Deepening Knowledge: (identify target behavior, big idea or objective) Making a plot chart for an entire Act y Each act in the play follows a similar arc as each of the scenes. Therefore, we should be able to make a plot chart for the entirety of Act II y Procedures to prevent errors and plans for consequences (reinforcement & error correction): Make Plot Chart of Act II as a group. Compare and contrast with plot charts made for each individual scene. Plans for individualizing: Next week, we will begin to write plot charts on our own. Each student is going to need to grasp thoroughly the concepts of: Introduction, rising action, climax, falling action, resolution.

Reflections:

Reminders:

Introducing New Content: y Big Idea y Getting Learner Focused y Presentation Outline y Assessment y Closure y Plans for individualizing:

Practicing Skills/Deepening Knowledge: (identify target behavior, big idea or objective) y y y y Activities in sequence Procedures to prevent errors and plans for consequences (reinforcement & error correction) Closure Plans for individualizing

Assessment/Data Collection: (identify target behavior or objective) y Activities in sequence y Data collection plan & decision rules y Plans for individualizing

Communicating lesson objectives: y Having clear learning goals at the beginning of instruction y When providing feedback, frame in language of the goals y Revisit goals y Using a rubric Establishing/maintaining positive relationships y Reminds students of rule or procedure or creates a new one as needed y Make eye contact with each student; move about all sections of the room y Attribute ownership of ideas to students who initiated them Taking a personal interest y Talking informally with students before, during and after class about their interests y Greeting students outside of schoolat extracurriculars in community y Singling out and talking to students in common areaslunch room or hallway y Being aware of and commenting on important events in their livesparticipation in sports, drama, or other extracurricular activities y Complimenting students on important achievements in and outside of school y Meeting students at the door and greeting personally as they come into class

Recognizing adherence to rules/lack of adherence to rules: y In providing correction re: behavior, keep positive but assertive body languagekeep eye contact, face student but keep distance to not be threatening, have facial expression match the message, use clear and solid tone of voice, persist until appropriate behavior is displayed y Communicating high expectations to all students y Content of praise should reflect expectations y Encouragement and social praise for efforts Maintaining high level of student engagement y Encourage all students to be part of discussions and activities; y Provide needed wait time for all students y Think

RESOURCES: Marzano, Marzano, & Pickering (2001)