DCSD Instructional Planning Instrument Focus on Teaching and Learning Weekly Lesson Plan Section A: Strategies & Tasks Check the appropriate box to indicate the inclusion of the task and/or strategies for the weekly lesson plan. STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NO DCSD Unit Task Interdisciplinary Integration Differentiated Instruction X GADOE Task/Activity/Resource Intervention Strategies X 21 st Century Learning Skills X STEM/STEAM Integration Gifted-Extensions for Learning Research-Based Instructional Strategies X Section B: Unit & Standards Alignment Provide information that gives an overview of the weekly focus. School Name Lithonia Middle School Teacher/Co-Teacher/Para Name(s) Greciana Cooper Grade/Subject/Course Reading Connections Week of: August 16, 2021 Unit #, Name, and Pacing Unit 1: Literary
Transcript
DCSD Instructional Planning InstrumentFocus on Teaching and Learning
Weekly Lesson Plan
Section A: Strategies & TasksCheck the appropriate box to indicate the inclusion of the task and/or strategies for the weekly lesson plan.
STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NODCSD Unit Task Interdisciplinary Integration Differentiated Instruction XGADOE Task/Activity/Resource Intervention Strategies X 21st Century Learning Skills XSTEM/STEAM Integration Gifted-Extensions for Learning Research-Based Instructional Strategies X
Section B: Unit & Standards AlignmentProvide information that gives an overview of the weekly focus.
School Name Lithonia Middle SchoolTeacher/Co-Teacher/Para Name(s) Greciana Cooper Grade/Subject/Course Reading Connections Week of: August 16, 2021
Unit #, Name, and Pacing Unit 1: Literary
FOR
THE
WEE
K
Priority Standard(s)(Content specific)
ELAGSE7RL2: DETERMINE a theme and/or of a text and ANALYZE its development over the course of the text; PROVIDE an objective summary of the text.
Unwrapped:
• Elements of a story
ELAGSE7RL3: ANALYZE how particular elements of a story or drama interact. (e.g., how settings shape the characters or plot).
Unwrapped:
• Author’s development of theme and character’s perspective
ELAGSE7RL7: COMPARE AND CONTRAST a written story, drama, or poem to its audio, filmed, staged, or multimedia version, ANALYZE the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Unwrapped:
• Similarities and differences between original text and audio, visual, or live version of the text and defend preferences
• Various effects of techniques that alter perception
DCSD Instructional Planning InstrumentFocus on Teaching and Learning
Weekly Lesson Plan
Supporting Standard(s)(Content specific)
ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE7RL5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
ELAGSE7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
ELAGSE7RI3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
1. How do elements of a narrative interact and contribute to the development of the theme?
2. Why do readers analyze the elements of a story?
3. How is theme connected to character and plot, and how is it developed over time?
4. What techniques help develop an effective narrative
5. How do techniques used in various mediums affect the interpretation of a work?
Big Ideas(Concepts or principles central to the lesson that anchor all of the smaller ideas in a lesson)
1. All elements of a narrative, such as character, setting, plot, tone, mood, narrator’s voice, and organizational structure help develop the theme.
2. The five elements are: character, setting, plot, conflict, and resolution. Readers’ analyses of story elements contribute to their understanding of character development and plot development.
3. The theme is the lesson or massage that the writer wants to convey in his or her story. The experiences of a character influence the development of the theme.
4. Effective narratives are developed through relevant descriptive details and well-structured event- sequences. The writer uses literary devices such as style, foreshadowing and word choices to achieve and effective narrative.
5. Techniques used audio, visual, and live recording of works impact thev viewers’ perception of work. Writers utilize effective writing techniques to coney the meaning of the text and to influence readers’ perception.
DCSD Instructional Planning InstrumentFocus on Teaching and Learning
Weekly Lesson Plan
Section C: Instructional FrameworkIdentify the strategies from Section A that will be implemented within the daily instructional framework. List the specific strategies as provided on the strategy chart found at the end of the DCSD Instructional Planning Instrument.
Daily Lesson Plan for Monday Assessment Evidence Note: A variety of formative
assessments should be used at key points throughout the lesson.
Learning Target/Success Criteria(What will students know and be able
to do by the end of the lesson?)
I can… -Identify elements of a story -Explain how story elements interact in a story(Focus: Plot elements/ Characterization/ character types)
I can… analyze sources using evidence from the text
Warm up: Review of story elements vocab/ identifying story elements in a paragraph Warm up- assess skills from previous lesson
Opening(ENGAGE)
(Introduce the lesson; summarizes previous lesson; clarifies
misconceptions)
Review of warm up
Work Period(EXPLORE/EXPLAIN
EXTEND/ELABORATE)(Allows students to practice concept;
assesses student learning)
Guided practice (completing story map while reading a narrative): - Students given a one- page narrative - Read story as a class- With verbal/ written prompting (displayed on board), students will fill out a story map based on the
narrative - We will review answers as a class
Introduction of character types: - Focus: defining character types (static/ dynamic/ flat/ round)/ defining characterization (direct/
indirect)- Students will watch short instructional videos about character types and characterization and
take notes while watching
Indetifying character types practice: Using a previously read text, “Learning to Fight”, students will now use the same story to practice identifying the various character types in the story and citing textual evidence to support their claims.
Guided practice/ story map: Assess students ability to use knowledge of story elements to complete a story map while reading
Identifying character types: Assess students ability to apply what they learned about character types to a narrative/ assesses their ability to cite evidence to support their answers
DCSD Instructional Planning InstrumentFocus on Teaching and Learning
Weekly Lesson Plan
DCSD Instructional Planning InstrumentFocus on Teaching and Learning
Weekly Lesson Plan
This page is for informational purposes only as lesson plans are developed. Do not attach this page to the weekly lesson plan.
Section D: Strategy Chart
Research-Based Instructional
Strategies(weekly strategies chosen to guide
teaching and learning)
Opening Work Period ClosingActivate Prior KnowledgeProvide FeedbackQuestioning (Raises questions)Scaffold InstructionClarify Previous LessonCreate InterestPhenomenonOther…
Facilitate LearningDemonstrate/ModelAcademic DiscussionsHigh-level QuestioningCooperative LearningIndependent LearningInterdisciplinary WritingExplain/Apply/Extend concepts and skillsGenerating and Testing HypothesesOther...
Summarize LessonsAllow students to assess their own learningProvide Alternative ExplanationsQuick WriteRespond to Essential Questions3-2-1/K-W-LOther…
21st Century Learning Skills
(weekly strategies chosen to guide student engagement)
Teamwork and CollaborationInitiative and LeadershipCuriosity and Imagination
Innovation and CreativityCritical Thinking and Problem SolvingFlexibility and Adaptability
Accessing and Analyzing InformationEffective Oral and Written CommunicationOther…
Intervention Strategies
Intervention Strategies(Tiers 1, 2, 3)
Additional Support in Classroom
Specially Designed Instruction for Exceptional Education Students
Strategies for English Language Learners
Re-VoicingExplainingPrompting for ParticipationChallenging or counteringAsking “Why?” or “How?”RereadPractice new academic vocabularyAssistive technologyPre-teach & re-teach in a different wayUse of manipulativesCollaborative workCreate differentiated text sets
ConferencingAdditional timeSmall group collaborationModify quantity of workTake student’s dictationScaffold informationDifferentiated (content/process/product)Consistent reward systemRefer to students’ IEP or 504 planAssistive technology
Visuals/RealiaFront-loadingEchoing/Choral responseColor-codingMultiple exposures in different mediaPair-shareModelingLanguage scaffolds: example: sentence framesDeconstruct complex sentencesIncrease student-to-student talkStrategies vocabulary instructionAdditional think time
GiftedExtensions for
Learning
Tier 1 Tier 2 Tier 3 Tier 4Flexible-Learning GroupsChoice of BooksHomework OptionsUse of Reading BuddiesVarious Journal PromptsStudent/Teacher Goal SettingVaried Pacing with Anchor OptionsWork Alone or TogetherFlexible SeatingVaried ScaffoldingVaried Computer ProgramsDesign-A-DayVaried Supplemental MaterialsComputer MentorsThink-Pair-ShareOpen-ended ActivitiesExplorations by InterestOptions for Competition
Gifted Edu. Cluster ClassesGifted Edu. Collaboration ClassesTiered Activities and ProductsUse of Literature ClubsMultiple Testing OptionsMultiple TextsAlternative AssessmentsSubject Advancement within classCurriculum CompactingTiered CentersSpelling by ReadinessVarying OrganizersCommunity MentorshipsStationsGroup InvestigationsAssess Students in Multiple WaysStudent ChoiceSimulations
