Proficient Language Arts Lessons - Sanford Inspire

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(Back to Table of Contents). Teachers: Subject: Common Core State Standards: • Describe the overall structure of a sto
Proficient Language Arts Lessons

I.

2nd Grade (I)

II.

2nd Grade (II)

III.

3rd Grade

IV.

12th Grade

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

2nd Grade ELA Lesson (I) (Back to Table of Contents)

Teachers:

Subject:

Common Core State Standards: • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (2.RL.5) Objective (Explicit): • TSW accurately summarize important events that occur at the beginning, middle, and end of a story using a flow map. Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response.

The students’ completed work will be scored at a meets level using an academic expectation rubric. Sub-objectives, SWBAT (Sequenced from basic to complex):   

• • • • • •

How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?

SWBAT describe the progression of the story. SWBAT identify what thinking map we can use for summarizing. SWBAT define a flow map as a way to show the sequence of events from beginning, middle, and end. SWBAT create a flow map to help them with the parts of a story. SWBAT to explain the purpose of the introduction and ending of a story. SWBAT use summarize a text independently, by identifying key details at the beginning, middle and end of a story.

Materials: PowerPoint, worksheet, paper, visuals for expectations, and visual Opening (state objectives, connect to previous learning, and make relevant to real life)    

• •

How will you activate student interest? How will you connect to past learning? How will you present the objective in an engaging and student-friendly way? How will you communicate its importance and make the content relevant to your students?

State what the lesson is going to be on today. Show PowerPoint: o State objective, standard, and expectations o State purpose of the lesson: The purpose of today’s lesson is for you to become better readers by paying attention to the different parts of the story to increase your comprehension of story. • For example: You have been working on creating graphs, and in order to create graphs you had to identify the important steps from the beginning to the middle to the end. o Show a picture of a flow map o State what a flow map is for. o Think... Share... Tell: What are we going to use the flow map for today? • B’s start the conversation - Pull Popsicle stick for a student to share.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Teacher Will:      

• • • •

Student Will:

TW read The Ice Cream Problem to the students aloud. TW begin think aloud after reading. Refer back to objective. TW begin think aloud: “I am going to be using my flow map to help me summarize this story. I want to explain what happens at the beginning, middle, and end of a story.

Instructional Input

-

• •



How will you model/explain/demonstrate all knowledge/skills required of the objective? What types of visuals will you use? How will you address misunderstandings or common student errors? How will you check for understanding? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could teach it?

“I remember that I have to write first then make my box so I will not run out of room while writing.” “I know I need to start with the beginning so I am going look on the first page to find my main details. I am also going to right down why this is important to the rest of the story.” TW think aloud and read the sentence while writing. “Now, I need to draw my arrow and move on to the middle.” “I am going to look in the middle of my book which is after the beginning but before the end.” TW think aloud and read the sentence while writing. “Finally, I can move on to the end. Here, I also need to think about how the ending affects the rest of the story.” “I know that I can now look at the end of my book.” TW think aloud and read the sentence while writing. TW ask students to think for 30 seconds about what did they just see me do. What steps did I take to make my flow map? TW pull two Popsicle sticks for students to answer.



What will students be doing to actively capture and process the new material? How will students be engaged?



SW follow along while teacher reads.



SW turn chairs and face forward with empty hands.



SW observe and watch me during my I Do.



SW think about what they saw me do and what step did I take to make my flow map.



SW share if Popsicle stick is pulled.

Co-Teaching Strategy 

Which co-teaching approach will you use to maximize student achievement?

Students JW and LD will be given a flow map that has been filled in, to follow along with. Co-teacher will pull a small group of previously identified students to run through this lesson simultaneously.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Teacher Will:      

• • • •

Guided Practice

• •

• • • • •

Student Will:

TW explain that now they will do a “We Do” as a class with their table groups. TW have students stand up to echo read the objective. TW tell the students you will be using the paper book To the Rescue! TW go over jobs and have them raise their hand when I go over their jobs: C’s/D’s: Beginning B’s: Middle A’s: End TW go over academic expectations and behavior expectations. TW tell them when you are finished you need to raise your hand so I can come grade it. You may create a question to ask someone about this story or you may read silently at your seat. TW say “When I say go I would like the D’s to grab materials and you may start. Remember to use your book to help you.” TW say go and students will begin. TW walk around and monitor the students TW look for two tables that are doing great work and have earned all their points to share with the class. TW clap students attention



TW have the first table come up and present their flow map.



TW say “You need to be listening to this group so you can provide some academic feedback. Remember, academic feedback is what they did well or maybe something they could fix.” TW pull a Popsicle stick for a student provide academic feedback. TW have the second table come up and present. TW ask for a student to share some academic feedback.

• • •



How will you ensure that all students have multiple opportunities to practice new content and skills? What types of questions can you ask students as you are observing them practice? How/when will you check for understanding? How will you provide guidance to all students as they practice? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could facilitate this practice?

  

How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives? How will students be engaged? How will you elicit student-to-student interaction? How are students practicing in ways that align to independent practice?



SW stand up and echo read the objective.



SW sit back down and face forward.



SW raise their hand as the teacher talks about their own job.



SW listen look up at the white board while the teacher goes over expectations.



SW grab materials if they’re a D and begin working. C’s/D’s: Beginning B’s: Middle A’s: End SW clap with the teacher and stop what they’re doing. SW come up to the front. SW read what they wrote on their flow map.

• • •

• • •

SW provide feedback if their Popsicle stick is pulled. SW present their flow map. SW share if called on.

Co-Teaching Strategy 

Which co-teaching approach will you use to maximize student achievement? Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Students JW and LD both have sentence writing goals in their IEPs. They are both Cs in their group and are paired with complementary D’s (higher performing) for this activity for additional support. They are also given flow maps with sentence starters both the guided and independent practice (ex “At the beginning of the story ____________________________. This is important to the story because, ________________________.”) Teacher Will:

Student Will:





  

• • Independent Practice

• • • • •

How will you plan to coach and correct during this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model academic and behavioral expectations? Did you provide enough detail so that another person could facilitate the practice?

TW go over the objective. “Remember we are summarizing the beginning, middle, and end of a story.” TW tell them it is their turn to create a flow map on their own book. TW explain that they each have a paper with their name on it and what book they are assigned too. TW have A’s get out materials and have B’s get out privacy folders. TW go over academic expectations and have students set a goal. TW tell them once they are finished they can turn it in and get a ticket out the door by the wired basket. TW have students begin.

   

How will students independently practice the knowledge and skills required by the objective? How will students be engaged? How are students practicing in ways that align to assessment? How are students using self-assessment to guide their own learning? How are you supporting students giving feedback to one another?



SW will be facing forward and listening.

• • • •

SW SW SW SW

get out materials if they’re A’s. get out privacy folders if they’re B’s. set their goal if they want too. begin working.

Co-Teaching Strategy 

Which co-teaching approach will you use to maximize student achievement?

• •

Students will IEP writing goals will use their flow charts with sentence starters. SW have different level reading books based on ability. B’s (High): Off to the Circus A’s (Average): Our Day at the Zoo C’s (Low): The Birthday Party (Co-Teacher will pull this group to read the story with them and take them through the process again to ensure mastery.)

Closing/Student Reflection/Real-life connections:  



How will students summarize and state the significance of what they learned? Why will students be engaged?

SW complete a ticket out the door. How did your flow map help you explain the story? What happened at the beginning of the story you read? Why is it important for a story to have a beginning? - What happened at the end of your story? What does the end of a story tell the reader?

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

2nd Grade ELA Lesson (II) (Back to Table of Contents)

Teachers:

Subject:

Common Core State Standards: • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (2.RL.5) Objective (Explicit): • TSW accurately summarize important events that occur at the beginning, middle, and end of a story using a flow map. Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response.

The students’ completed work will be scored at a meets level using an academic expectation rubric. Sub-objectives, SWBAT (Sequenced from basic to complex):   

• • • • • •

How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?

SWBAT describe the progression of the story. SWBAT identify what thinking map we can use for summarizing. SWBAT define a flow map as a way to show the sequence of events from beginning, middle, and end. SWBAT create a flow map to help them with the parts of a story. SWBAT to explain the purpose of the introduction and ending of a story. SWBAT use summarize a text independently, by identifying key details at the beginning, middle and end of a story.

Materials: PowerPoint, worksheet, paper, visuals for expectations, and visual Opening (state objectives, connect to previous learning, and make relevant to real life)    

• •

How will you activate student interest? How will you connect to past learning? How will you present the objective in an engaging and student-friendly way? How will you communicate its importance and make the content relevant to your students?

State what the lesson is going to be on today. Show PowerPoint: o State objective, standard, and expectations o State purpose of the lesson: The purpose of today’s lesson is for you to become better readers by paying attention to the different parts of the story to increase your comprehension of story. • For example: You have been working on creating graphs, and in order to create graphs you had to identify the important steps from the beginning to the middle to the end. o Show a picture of a flow map o State what a flow map is for. o Think... Share... Tell: What are we going to use the flow map for today? • B’s start the conversation - Pull Popsicle stick for a student to share.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Teacher Will:      

• • • •

Student Will:

TW read The Ice Cream Problem to the students aloud. TW begin think aloud after reading. Refer back to objective. TW begin think aloud: “I am going to be using my flow map to help me summarize this story. I want to explain what happens at the beginning, middle, and end of a story.

Instructional Input

-

• •



How will you model/explain/demonstrate all knowledge/skills required of the objective? What types of visuals will you use? How will you address misunderstandings or common student errors? How will you check for understanding? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could teach it?

“I remember that I have to write first then make my box so I will not run out of room while writing.” “I know I need to start with the beginning so I am going look on the first page to find my main details. I am also going to right down why this is important to the rest of the story.” TW think aloud and read the sentence while writing. “Now, I need to draw my arrow and move on to the middle.” “I am going to look in the middle of my book which is after the beginning but before the end.” TW think aloud and read the sentence while writing. “Finally, I can move on to the end. Here, I also need to think about how the ending affects the rest of the story.” “I know that I can now look at the end of my book.” TW think aloud and read the sentence while writing. TW ask students to think for 30 seconds about what did they just see me do. What steps did I take to make my flow map? TW pull two Popsicle sticks for students to answer.



What will students be doing to actively capture and process the new material? How will students be engaged?



SW follow along while teacher reads.



SW turn chairs and face forward with empty hands.



SW observe and watch me during my I Do.



SW think about what they saw me do and what step did I take to make my flow map.



SW share if Popsicle stick is pulled.

Co-Teaching Strategy 

Which co-teaching approach will you use to maximize student achievement?

Students JW and LD will be given a flow map that has been filled in, to follow along with. Co-teacher will pull a small group of previously identified students to run through this lesson simultaneously.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Teacher Will:      

• • • •

Guided Practice

• •

• • • • •

Student Will:

TW explain that now they will do a “We Do” as a class with their table groups. TW have students stand up to echo read the objective. TW tell the students you will be using the paper book To the Rescue! TW go over jobs and have them raise their hand when I go over their jobs: C’s/D’s: Beginning B’s: Middle A’s: End TW go over academic expectations and behavior expectations. TW tell them when you are finished you need to raise your hand so I can come grade it. You may create a question to ask someone about this story or you may read silently at your seat. TW say “When I say go I would like the D’s to grab materials and you may start. Remember to use your book to help you.” TW say go and students will begin. TW walk around and monitor the students TW look for two tables that are doing great work and have earned all their points to share with the class. TW clap students attention



TW have the first table come up and present their flow map.



TW say “You need to be listening to this group so you can provide some academic feedback. Remember, academic feedback is what they did well or maybe something they could fix.” TW pull a Popsicle stick for a student provide academic feedback. TW have the second table come up and present. TW ask for a student to share some academic feedback.

• • •



How will you ensure that all students have multiple opportunities to practice new content and skills? What types of questions can you ask students as you are observing them practice? How/when will you check for understanding? How will you provide guidance to all students as they practice? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could facilitate this practice?

  

How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives? How will students be engaged? How will you elicit student-to-student interaction? How are students practicing in ways that align to independent practice?



SW stand up and echo read the objective.



SW sit back down and face forward.



SW raise their hand as the teacher talks about their own job.



SW listen look up at the white board while the teacher goes over expectations.



SW grab materials if they’re a D and begin working. C’s/D’s: Beginning B’s: Middle A’s: End SW clap with the teacher and stop what they’re doing. SW come up to the front. SW read what they wrote on their flow map.

• • •

• • •

SW provide feedback if their Popsicle stick is pulled. SW present their flow map. SW share if called on.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Co-Teaching Strategy 

Which co-teaching approach will you use to maximize student achievement?

Students JW and LD both have sentence writing goals in their IEPs. They are both Cs in their group and are paired with complementary D’s (higher performing) for this activity for additional support. They are also given flow maps with sentence starters both the guided and independent practice (ex “At the beginning of the story ____________________________. This is important to the story because, ________________________.”) Teacher Will:

Student Will:





  

• • Independent Practice

• • • • •

How will you plan to coach and correct during this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model academic and behavioral expectations? Did you provide enough detail so that another person could facilitate the practice?

TW go over the objective. “Remember we are summarizing the beginning, middle, and end of a story.” TW tell them it is their turn to create a flow map on their own book. TW explain that they each have a paper with their name on it and what book they are assigned too. TW have A’s get out materials and have B’s get out privacy folders. TW go over academic expectations and have students set a goal. TW tell them once they are finished they can turn it in and get a ticket out the door by the wired basket. TW have students begin.

   

How will students independently practice the knowledge and skills required by the objective? How will students be engaged? How are students practicing in ways that align to assessment? How are students using self-assessment to guide their own learning? How are you supporting students giving feedback to one another?



SW will be facing forward and listening.

• • • •

SW SW SW SW

get out materials if they’re A’s. get out privacy folders if they’re B’s. set their goal if they want too. begin working.

Co-Teaching Strategy 

Which co-teaching approach will you use to maximize student achievement?

• •

Students will IEP writing goals will use their flow charts with sentence starters. SW have different level reading books based on ability. B’s (High): Off to the Circus A’s (Average): Our Day at the Zoo C’s (Low): The Birthday Party (Co-Teacher will pull this group to read the story with them and take them through the process again to ensure mastery.)

Closing/Student Reflection/Real-life connections:  



How will students summarize and state the significance of what they learned? Why will students be engaged?

SW complete a ticket out the door. How did your flow map help you explain the story? What happened at the beginning of the story you read? Why is it important for a story to have a beginning? - What happened at the end of your story? What does the end of a story tell the reader?

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

3rd Grade ELA Lesson (Back to Table of Contents)

Subject: Reading Comprehension - Diagrams

Teachers:

Common Core State Standards: 3.RI.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Objective (Explicit): I will interpret a diagram and use that information to understand nonfiction text. Evidence will be answers to 5 W’s and H questions about the text. Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response

Student will be given a short, grade level text that includes a diagram and answer 5W’s and H questions about the text. Sub-objectives, SWBAT (Sequenced from basic to complex):   

How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?



Prior Knowledge: Recall the story Penguin Chick which had what was similar to a diagram of a penguin’s life in it. (Show picture) In second grade you learned about butterflies and their life cycle.



Meaningful/Relevant for Students: In science and other nonfiction text, you will see diagrams. These will help you understand text better. When you go to the doctor’s office or the dentist, you often see diagrams of the body or of the mouth. In science, sometimes you see things like plants, where seeing a diagram is easier to read than the actual text.



Vocabulary (Knowledge): Students will know that diagrams are special pictures that help the reader visualize the difficult information in nonfiction text. Diagrams help us. See how reading information about _________ would be much more difficult than looking at this diagram of it.



New learning: Students will learn what diagrams are and how they are important and how they can help you while they read. Students will be able to read a diagram in an informational text. Students will be able to answer questions about a diagram and text.

Materials: • • • • • • • • • • •

Informal Assessment for prior day PowerPoint Practice Page about butterflies Differentiated text about frogs Workbook Challenge page Pencils Real goldfish Chart Paper Markers (for teacher use) Whiteboards and whiteboard markers (for students) Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Opening (state objectives, connect to previous learning, and make relevant to real life)    

How will you activate student interest? How will you connect to past learning? How will you present the objective in an engaging and student-friendly way? How will you communicate its importance and make the content relevant to your students?

One of my good friends, Nemo, from Finding Nemo, sent his good friend, Elmo to come visit us from far far away. Elmo is a goldfish, everyone say hello! Now I want you to look at him (show under document camera) very closely. Look at him and remember a few things you notice about him. Partner A tell Partner B one thing. Now, Partner B tell Partner A one thing you saw. (Call on volunteers to share) Because Elmo has had a long trip to get here, he needs to take a little rest while we work on today’s lesson. I will be looking for students that are working very hard throughout the lesson because they might get a chance to visit with Elmo up close! (Teacher sets fish away so it does not distract students). We just met Elmo the goldfish because today we are going to read about a goldfish as well. But, before we do that, let’s read today’s objective. Chorally read “I will interpret a diagram and use that information to understand nonfiction text.” So today we are going to be reading text, filling out a diagram, and then answering 5 W’s and H questions about the text. Prior Knowledge: Before we do that, let’s talk a little bit about diagrams and where you have seen them before. Diagrams are all around us, they help us better understand text. Think back to last week when we read Penguin Chick. There was a diagram of a penguin’s life cycle that was also like what we did yesterday with the penguin life cycle to see what I needed to teach you today. (Show them what we saw in the textbook and also what we did yesterday for the preassessment). You also learned about butterflies in 2nd grade and their life cycles. We are going to look at butterflies again in our lesson today! You know how pictures and captions below the pictures, as well as other images in text, help us to understand it better? That is also what diagrams do. Relevant: A lot of the time, we see diagrams while reading nonfiction text. What is nonfiction text? Real or not real? (Response)They also really help us when reading about science. Look at this diagram of a plant. It is easy to learn about it by looking at this diagram. If we just read about it would be harder to visualize because we wouldn’t have a picture or diagram to look at. I know that when I go to the doctor’s office or the dentist I often see diagrams on the wall. I bet you do too and you didn’t even know it was called a diagram. Look at these diagrams. I am sure if someone tried to explain this (the human body or mouth) to me and I couldn’t look at a diagram I would have no idea what they were saying. Go over the definition of diagram, one more time. The word is diagram, what’s the word? Diagram. Echo me for definition. Pictures that help the reader visualize, or see the difficult information in nonfiction text. Teacher Will: 

Instructional Input

    

Student Will:

How will you model/explain/demonstrate all knowledge/skills required of the objective? What types of visuals will you use? How will you address misunderstandings or common student errors? How will you check for understanding? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could teach it?

1. Remember earlier we met Elmo. Elmo was a goldfish. I told you that we would be reading some information about goldfish. Remember, I am looking for the students that are following along so that they might get a chance to see Elmo up close. 2. Ask them True or False Question: “I want you to answer this question. A goldfish

 

What will students be doing to actively capture and process the new material? How will students be engaged?

1. Students will listen to what is going to happen next in the lesson.

2. Students will show true or false. True is thumbs up and false is thumbs down.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

3. 4.

5.

6.

7.

8.

9. 10.

opens its mouth to drink water” Thumbs up if you think it is true. Thumbs down if you think it’s false. Now let’s find out. “False.” Read text about goldfish chorally on board. Think through the text using hand motions. Water enters the fish’s mouth then moves through the gills behind the fish’s head. This would be so much easier to see if I had a diagram to look at. I could actually see what was happening. Remember diagrams help us see nonfiction text so that we can understand it. Teacher will then share a large diagram of a fish and how they drink water and ask some 5W and H questions. Teacher will highlight what an inset is…A larger zoomed in part. Just like when we zoom in with the document camera. (Zoom in!) Draw part of fish. This zoomed in part is called an inset. What is it called? “Inset” Now I want you to, when I say go, pull out your reading books and open it to page 143. See the diagram they had here. They even labeled the parts to make the information easy to understand. We have used the text and diagram about goldfish in our reading books. Now if I were to ask you to look at this diagram and tell me where the fish takes in water you would answer with the what, everyone? And the water comes out through the what, everyone? Teacher will ask a variety of 5W and H questions. Great now you have used that diagram to answer questions! Now that we have seen it in our own text, I need you to put your books away.

3. Read aloud text chorally. 4. Students watch as teacher thinks aloud.

5. Students read aloud what teacher is underlining so that they are engaged and following along. 6. Students respond with “Inset”.

7. Students pull out reading books and look at the diagram.

8. Students chorally answer questions that teacher asks.

“Their mouth” “Their gills”

Students put reading books away.

Differentiation Strategy  

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge?

Student A, B, and C all have visual impairments. For the unveiling and use of the diagram I will ask them to be at the front of the group in order to see it better. Student D and E currently have IEPs that identify them having lower reading levels that what grade level is. For this particular lesson, since we are utilizing visual elements (and area where BOTH students have excelled in the past), I will call on them more frequently as a whole group to build their confidence and even esteem among their peers. As we read the text whole group, I will continue to pause and summarize with the whole class as a necessary strategy to assist in comprehension.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Teacher Will:     

Guided Practice



Student Will:

How will you ensure that all students have multiple opportunities to practice new content and skills? What types of questions can you ask students as you are observing them practice? How/when will you check for understanding? How will you provide guidance to all students as they practice? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could facilitate this practice?

1. Now together we are going to read about butterflies, read a diagram, and then answer some comprehension questions together. 2. Let’s chorally read (Read from PowerPoint). 3. Paper passers, please help me pass out the papers. Pass them out. 4. Re-read and underline the important information from the text and diagram. Give feedback “I like the way you…. Why do you think that is important information? 5. Have students talk to their partners. 6. Call students pins to share with the class. Give feedback “I like the way you…. What in the text told you that?” 7. Together we just highlighted some really important information from the text and diagram. Now let’s use them to help us answer some 5W’s and H questions. 8. Ask students to answer the questions (one to two minutes) while the teacher monitors. (Place squares on desks of students to pull) then choral responses or pins for answers. Wonderful job using the diagram to answer the questions. 9. Before moving on to individual practice ask students to quickly and quietly pull out their whiteboards. Ask them “I can use text and diagram to __________________.” Show me! 10. Now, put your whiteboards away and show me active listening. 11. So far in this lesson, we have read a passage and diagram about goldfish. Then, we read about butterflies together and used the diagram and text to answer some 5W and H questions. Now, it is your turn. You are going to read about frogs and use the diagram to answer questions on page 33 in your practice books.

   

How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives? How will students be engaged? How will you elicit student-to-student interaction? How are students practicing in ways that align to independent practice?

1. Students will listen to what we are going to do next.

2. Chorally read text together. 3. Paper passers pass out practice page. 4. Students re-read text and underline the first important thing that I do (that butterflies start as eggs). Students then underline what they think is important in the text and diagram. 5. Partners talk to each other and share what they got. 6. Students answer when called on. 7. Students now will use the completed diagram to answer the questions that follow.

8. Students answer questions. Students respond to teacher.

9. Students pull out whiteboards. They respond to the questions. “answer questions”

10. Students show active listening when they are ready.

To get a meets, you must completely and correctly and answer at least 7 questions correctly. When you’re done turn your practice page into the back and grab the challenge page! The challenge page is fourth and fifth Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

grade work but I know you all are smart enough to do it! Differentiation Strategy   

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge? How can you utilize grouping strategies?

For students D and E, I have located and found informational texts that include diagrams for them to use independently. I will regularly check with these students during Guided and Independent practice to ensure that they mastered today’s skill.

Teacher Will:

Student Will:





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Independent Practice



How will you plan to coach and correct during this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model academic and behavioral expectations? Did you provide enough detail so that another person could facilitate the practice?

1. I will pass out text about frogs, differentiated according to student’s level. 2. Have students pull out their practice books and tear out page 33. 3. Students with squares on their desk will be pulled to work with other teacher in the room. 4. Now it is your turn to work in your own. I don’t want to hear any voices I just want you to be working. Remember I am looking for who is working hard to see who gets to meet Elmo. 5. Students will complete practice page, while teacher monitors. 6. Teacher has challenge page where students turn in work. 7. Collect the work from all students.

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How will students independently practice the knowledge and skills required by the objective? How will students be engaged? How are students practicing in ways that align to assessment? How are students using self-assessment to guide their own learning? How are you supporting students giving feedback to one another?

1. Read text about frogs. 2. Pull out page in practice books. 3. Students that need extra support will be pulled.

4. Students listen to expectations.

5. Students complete practice page. 6. Students complete challenge page if time. 7. Students will turn in work.

Differentiation Strategy  

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge?

Another teacher in the classroom will work with students on their information. They will have a simpler text that they can read aloud and the teacher can ask the questions and scaffold to find the answers. Closing/Student Reflection/Real-life connections:  

How will students summarize and state the significance of what they learned? Why will students be engaged?

Partner A tell partner B what we learned about today. (Call one pin) Looking back to this question, I can use texts and diagrams to (What everyone?) _________________________. Now think to yourself one place we might find a diagram in our life. Partner B tell Partner A. Partner A tell Partner B. Share with class. Wonderful job today. I think that you all did very well and that you will all get a chance to meet and say hello to Elmo up close.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

12th Grade ELA Lesson (Back to Table of Contents)

Subject: English 12th Grade

Teachers:

Common Core State Standards: • 11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. • 11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. • 11-12.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Objective (Explicit): SWBAT annotate and paraphrase a Shakespearean sonnet with a partner (Sonnet 130). Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response

Students will annotate Shakespeare’s Sonnet 130 in pairs, highlighting literary devices used within the sonnet and noting its rhyme scheme. They will note unfamiliar words and the definition as well as the connotation of both unfamiliar and significant words and how they affect the poem. Annotations will also include a brief synopsis of the sonnet. Each student will turn in their own annotated copy of the sonnet along with the completed charts that accompany it. (Mastery = 16/20) Sub-objectives, SWBAT (Sequenced from basic to complex):   

How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?

SWBAT identify the basic elements of a Shakespearean sonnet. SWBAT identify the sonnet’s rhyme scheme. SWBAT identify literary elements within the sonnet and discuss their effect on the poem. o SWBAT identify and define unfamiliar words and discuss the connotation and/or denotation of the words used within the poem and their effect on the meaning of the sonnet. Key Vocabulary: sonnet, rhyme scheme, iambic pentameter, rhythm, connotation, denotation, annotation

Materials: 3 Shakespearean sonnets, dictionaries, thesauruses, highlighters, vocabulary/summary chart, document camera & SmartBoard

Opening (state objectives, connect to previous learning, and make relevant to real life)    

How will you activate student interest? How will you connect to past learning? How will you present the objective in an engaging and student-friendly way? How will you communicate its importance and make the content relevant to your students?

Sonnets and modern songs – First, share quotes with students and have them guess whether the quote is from Shakespeare or a modern song (they will have had some exposure to Shakespeare’s language the previous day and from previous English classes). Discuss the overlapping themes that are present in modern songs that are pervasive throughout Shakespeare’s sonnets with specific examples, including some of the “pop sonnets” (modern songs turned into Shakespearean-style sonnets; have students guess which songs they are). Ask students what the difference is between the pop song and the “pop sonnet” (the language, the symbolism, the addition of figurative language etc.). How were they able to read through the language to understand what it was saying and guess which song it was? Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

(Students will have had exposure to sonnets the previous day and will have a basic understanding of their structure, themes, etc. We will begin by reviewing this background information to ensure students remember all pertinent information and then move into our lesson for the day.) Teacher Will:   

Instructional Input

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What will students be doing to actively capture and process the new material? How will students be engaged?

Teacher Will: • Students will first be shown Sonnet III (a pop sonnet) and they will write down their first impressions of the sonnet. • Model expectations for annotation along with some examples throughout the poem, explicitly pointing out types of figurative language and vocabulary they will be asked to identify in their pairs/groups. • Model completion of the summary chart. • Ask students to guess the song based on their analysis and summary of the.

Student Will: • Read through Sonnet III and write down first impressions. • Copy example annotations onto their copy of the sonnet. • Complete the summary chart. • Use their close reading skills to guess what song it is.

Teacher Will:

Student Will:

    

Guided Practice

Student Will:

How will you model/explain/demonstrate all knowledge/skills required of the objective? What types of visuals will you use? How will you address misunderstandings or common student errors? How will you check for understanding? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could teach it?



How will you ensure that all students have multiple opportunities to practice new content and skills? What types of questions can you ask students as you are observing them practice? How/when will you check for understanding? How will you provide guidance to all students as they practice? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could facilitate this practice?

Teacher Will: • Guide students through the annotation of Sonnet XIII (another pop sonnet), adding the connotation/denotation chart to the summary chart. • Again ask students to guess the song based on their reading, what the song is.

   

How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives? How will students be engaged? How will you elicit student-to-student interaction? How are students practicing in ways that align to independent practice?

Student Will: • Participate in the class analysis by identifying unfamiliar words, looking up words, highlighting and defining symbols, etc. (this will be done using the document camera so students will be able to come up and highlight/write). • Use their analysis of the sonnet to guess what song it is.

Differentiation Strategy   

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge? How can you utilize grouping strategies?

Provide AL, GR, and CT with vocabulary sheets to support their language skills.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Teacher Will:

Student Will:





 

Independent Practice



How will you plan to coach and correct during this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model academic and behavioral expectations? Did you provide enough detail so that another person could facilitate the practice?

Teacher Will: • Give students Sonnet 130, which they will analyze with a partner (or group of 3, depending on attendance). • We will read through the sonnet first as a class and students will again write their initial reaction to the sonnet before they begin their annotations.

   

How will students independently practice the knowledge and skills required by the objective? How will students be engaged? How are students practicing in ways that align to assessment? How are students using self-assessment to guide their own learning? How are you supporting students giving feedback to one another?

Student Will: 8. Break into partners/small groups to analyze and annotate Sonnet 130. 9. Use dictionaries and thesauruses to determine the meanings of unfamiliar words, determine the impact of that specific word choice with regard to connotation/denotation. 10. Complete the summary chart for the sonnet and identify the major theme(s).

Differentiation Strategy  

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge?

Students will be paired/grouped to best support all learners (stronger students with those who need more help/guidance; students who are more apt to stay on task with those who are more easily distracted). Challenge for individual stronger students: take 4-line lyrics of a popular song and rewrite them in Shakespearean language. Closing/Student Reflection/Real-life connections:  

How will students summarize and state the significance of what they learned? Why will students be engaged?

Students will be asked to identify a modern pop song that matches the theme of Sonnet 130 to demonstrate that the same themes are still being explored in pop culture and entertainment today.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org