Lesson Plan: Day 2 of ITU "Tea Time with Literary Heroes"
Title of Lesson
"Tea Time with Literary Heroes" Student Information: English Language Learners ELENA Age: 15 years old Grade:10th Cuture: Hispanic Gender: Female Socioeconomic Status: Middle Class Family: Parents are professionals, only child and her extended family lives in Mexico Interests: Spanish Literature, Spanish Soap Operas, Movies and Soccer Readiness: English Language Learner at Early Intermediate Level CELDT: Early Intermediate Listening and Speaking: 240 Early Intermediate Reading: 121.25 Early Intermediate Writing: 120 Early Intermediate Learning Profile: Above Average Grades Socially Shy Works well in small groups LIterate in Spanish DEXTER Age: 16 years old Grade:11th Cuture: Hispanic Gender: Male Socioeconomic Status: Lower Middle Class Family: Lives with parents and has two younger brothers Interests: Music, Art, Boxing and Hanging with Friends Readiness: English Language Learner at Early Intermediate Level CELDT: Early Intermediate Listening and Speaking: 240 Early Intermediate Reading: 121.25 Early Intermediate Writing: 120 Early Intermediate Learning Profile: Average Grades Sociable Works well in large groups Literate in Spanish Auditory and Visual Learner SABIEN Age: 14 years old Grade: 9th Cuture: Hispanic Gender: Male Socioeconomic Status: Lower Middle Class Family: Lives with parents and 2 siblings Interests: Art, Soccer, Music and Family Readiness: English Language Learner at Early Intermediate Level CELDT: Early Intermediate Listening and Speaking: 240 Early Intermediate Reading: 121.25 Early Intermediate Writing: 120 Early Intermediate Learning Profile: Average Grades Sociable Works well in small groups LIterate in Spanish Rationale Enduring Understanding A hero is an ordinary person, who when called upon, rises to the occasion: all people are capable of heroic acts Stories of heroes occur across culture and time Heroes reflect the values of a culture Essential Questions What internal and external factors make a person become hero? How do heroic acts affect society and culture? What are the classifications or declassifcations of a hero? Reason for Instructional Strategies Engaging and Interactive Content Standard(s) Literary Response and Analysis 3.4 Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue and soliloquy Learning Goal(s)-Objectives(s) After participating in the “Tea Time with Literary Heroes” activity, students will be able to understand the significant qualities that it takes to be a hero by completing a "To Be, or Not to Be a Hero" graphic organizer Explanation of Differentiation for English Language Learners ELENA Content-Provide all necessary materials to student and Special Education teacher prior to lesson so that the student is well prepared Process-Individualized instruction in the classroom from teacher as well as a bilingual student who demonstrates strength in reading and writing skills. Product-Assessment will remain the same for all students, however, the student will be assessed based on status as an Early Intermediate English Language Learner Affect-Materials provided in Spanish will provide the student with extra assistance. Learning Environment-Grouping this student with a bilingual student who demonstrates strength in reading and writing will provide the student with the support that she needs. Also, since the student works well in small groups, small group activities will be highly encouraged. Assessment Strategies-Collaboration with Special Education teacher Next Steps- To facilitate this student's learning, it is necessary to plan and collaborate with the student's previous and current teachers to determine the needs of this student. DEXTER Content-Provide all necessary materials (audio, concept maps, etc.) to student and Special Education teacher prior to lesson so that the student is well prepared Process-Individualized instruction in the classroom from teacher as well as a bilingual student who demonstrates strength in reading and writing skills. Product-Assessment will remain the same for all students, however, the student will be assessed based on status as an Early Intermediate English Language Learner Affect-Materials provided in Spanish will provide the student with extra assistance. Also, audio and visuals will assist this student as well Learning Environment-Grouping this student with a bilingual student who demonstrates strength in reading and writing will provide the student with the support that he needs. Assessment Strategies-Collaboration with Special Education teacher Next Steps- To facilitate this student's learning, it is necessary to plan and collaborate with the student's previous and current teachers to determine the needs of this student. Also, it would be helpful to incorporate different auditory and visual materials into the lesson so that this student, as well as others, can benefit. SABIEN Content-Provide all necessary materials to student and Special Education teacher prior to lesson so that the student is well prepared Process-Individualized instruction in the classroom from teacher as well as a bilingual student who demonstrates strength in reading and writing skills. Product-Assessment will remain the same for all students, however, the student will be assessed based on status as an Early Intermediate English Language Learner Affect-Materials provided in Spanish will provide the student with extra assistance. Learning Environment-Grouping this student with a bilingual student who demonstrates strength in reading and writing will provide the student with the support that he needs. Also, since the student works well in small groups, small group activities will be highly encouraged. Assessment Strategies-Collaboration with Special Education teacher Next Steps- To facilitate this student's learning, it is necessary to plan and collaborate with the student's previous and current teachers to determine the needs of this student. Instructional Strategies (53 minutes) Into (15 minutes) Teacher will display images of different types of heroes using PowerPoint Teacher will instruct students to think about the reasons or qualities that makes the hero a hero Teacher will write hero ideas on the board Teacher will project a "What makes a hero?" graphic organizer according to the displayed images on the Docu Camera to be completed as a class Teacher will pass "To Be or Not To Be a Literary Hero" graphic organizer Through (30 minutes) Teacher will pass out "Tea Time with Literary Heroes" directions Teacher will explain directions Teacher will pass biographies that include quotes and famous sayings of the literary hero Teacher will instruct students to meet a list of literary heroes during tea time which will be displayed on Docu Camera Teacher will instruct students to add information to their "To Be or Not To Be a Literary Hero" graphic organizers as they meet new literary heroes Beyond (8 minutes) Teacher will review a few literary heroes that corresponds to the graphic organizer so that students are able to compare results Resources: Computer PowerPoint DocuCamera Whiteboard/Dry Erase Marker Tea Time with Literary Heros Biographies What Makes a Hero? Graphic Organizer To Be or Not to Be a Hero? Graphic Organizer |
Curriculum Area & Grade Level
English 9 Day 2 of Integrated Thematic Unit: Heroism Traditional School Schedule: 53 minutes Student Information: Student w/Special Needs ALEX Age: 15 years old Grade:10th Cuture: White Gender: Male Socioeconomic Status: Middle Class Family: Parents are divorced and youngest of 3 siblings Interests: Video Games, Baseball, Comic Books and Car Racing Readiness: Sound/Symbol Relationships Word Identification Independently reads at 7th grade level Difficulty with early literacy skills Learning Profile: Special Education Support Asthma Self-Isolating Auditory Learner JULIE Age: 16 years old Grade:11th Cuture: White Gender: Female Socioeconomic Status: Lower Middle Class Family: Lives with aunt and two cousins Interests: Music, Shopping, Basketball and Hanging with Friends Readiness: 504 for ADHD Reads at 9th grade level Learning Profile: Above average grades Sociable Works well in large groups Auditory and Visual Learner ELD Standard(s) Early Intermediate: Describe briefly in simple sentences a character according to what he or she does in a familiar narration, dialogue, or drama. Intermediate: Read a literary selection and use detailed sentences to describe orally a character according to what he or she does in a narration, dialogue, or dramatic monologue Assessment(s) Diagnostic: Literary Heroes Discussion with reading selections students have read Formative-Progress Monitoring:Teacher Observations with "Tea Time with Literary Heroes" Summative: "To Be or Not to Be a Literary Hero" Graphic Organizer Explanation of Differentiation for Students with Special Needs ALEX Content-Provide all necessary materials to student and helping partner prior and during the lesson so that the student is well prepared Process-Individualized instruction in the classroom from teacher as well as helping partner who demonstrates strength in reading and writing skills. Product-Assessment will remain the same for all students, however, the student will be assessed based on level of performance in the classroom Affect-Materials sent home with the student (Audio) Learning Environment-Grouping this student with a helping partner ,who demonstrates strength in reading and writing,will provide the student with the support that he needs. Assessment Strategies-Collaboration with Special Education teacher Next Steps- To facilitate this student's learning, it is necessary to plan and collaborate with the student's previous and current teachers to determine the needs of this student. Also, the student may be provided with excercises that will assist the student with his literacy needs. JULIE Content-Necessary and engaging curriculum materials Process-Partner work for student activities where feedback is provided Product-Formative Assessments to keep the student occupied Affect-Engaging activities to keep the student focused Learning Environment-Seating will be arranged so that the student is away for any potential distractions or distractors Assessment Strategies-Summative/Formative Next Steps-Collaboration with current and previous teachers as well as special education teacher to develop ways to ensure the success of this student Student Activities (53 minutes) Into (15 minutes) Students will view the images of different types of heroes Students will think about the reasons or qualities that makes the hero a hero Students will give ideas as teacher writes on board Students will input ideas for teacher to write in "What makes a Hero?" graphic organizer Students will receive another graphic organizer "To Be or Not To Be a Literary Hero" Through (30 minutes) Students will receive directions on "Tea Time with Literary Heroes" Students will ask for clarification Students will receive biographies that include quotes and famous sayings of the literary hero Students will be required to meet a list of literary heroes during tea time which will be displayed on Docu Camera Students will add information to their "To Be or Not To Be a Literary Hero" graphic organizer as they meet new literary heroes Beyond (8 minutes) Students will review literary heroes that correspond to the graphic organizer and compare results |
Lesson Plan Day 3: "Literary Hero Socratic Seminar"
Title of Lesson
"Literary Hero Socratic Seminar" Student Information: English Language Learners ELENA Age: 15 years old Grade:10th Cuture: Hispanic Gender: Female Socioeconomic Status: Middle Class Family: Parents are professionals, only child and her extended family lives in Mexico Interests: Spanish Literature, Spanish Soap Operas, Movies and Soccer Readiness: English Language Learner at Early Intermediate Level CELDT: Early Intermediate Listening and Speaking: 240 Early Intermediate Reading: 121.25 Early Intermediate Writing: 120 Early Intermediate Learning Profile: Above Average Grades Socially Shy Works well in small groups LIterate in Spanish DEXTER Age: 16 years old Grade:11th Cuture: Hispanic Gender: Male Socioeconomic Status: Lower Middle Class Family: Lives with parents and has two younger brothers Interests: Music, Art, Boxing and Hanging with Friends Readiness: English Language Learner at Early Intermediate Level CELDT: Early Intermediate Listening and Speaking: 240 Early Intermediate Reading: 121.25 Early Intermediate Writing: 120 Early Intermediate Learning Profile: Average Grades Sociable Works well in large groups Literate in Spanish Auditory and Visual Learner SABIEN Age: 14 years old Grade: 9th Cuture: Hispanic Gender: Male Socioeconomic Status: Lower Middle Class Family: Lives with parents and 2 siblings Interests: Art, Soccer, Music and Family Readiness: English Language Learner at Early Intermediate Level CELDT: Early Intermediate Listening and Speaking: 240 Early Intermediate Reading: 121.25 Early Intermediate Writing: 120 Early Intermediate Learning Profile: Average Grades Sociable Works well in small groups LIterate in Spanish Rationale Enduring Understanding A hero is an ordinary person, who when called upon, rises to the occasion: all people are capable of heroic acts Stories of heroes occur across culture and time Heroes reflect the values of a culture Essential Questions What internal and external factors make a person become hero? How do heroic acts affect society and culture? What are the classifications or declassifcations of a hero? Reason for Instructional Strategies Engaging and Interactive Content Standard(s) Literary Response and Analysis 3.3 Analyze the interactions between main and subordinate characters in a literary text (eg. internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot Learning Goal(s)-Objectives(s) After participating in the Literary Hero Socratic Seminar, students will be able to demonstrate the interactions between main (heroes) and subordinate characters (non-heroes) in various literary texts by participating in the Literary Hero Socratic Seminar discussion Explanation of Differentiation for English Language Learners ELENA Content-Provide all necessary materials to student and Special Education teacher prior to lesson so that the student is well prepared Process-Individualized instruction in the classroom from teacher as well as a bilingual student who demonstrates strength in reading and writing skills. Product-Assessment will remain the same for all students, however, the student will be assessed based on status as an Early Intermediate English Language Learner Affect-Materials provided in Spanish will provide the student with extra assistance. Learning Environment-Grouping this student with a bilingual student who demonstrates strength in reading and writing will provide the student with the support that she needs. Also, since the student works well in small groups, small group activities will be highly encouraged. Assessment Strategies-Collaboration with Special Education teacher Next Steps- To facilitate this student's learning, it is necessary to plan and collaborate with the student's previous and current teachers to determine the needs of this student. DEXTER Content-Provide all necessary materials (audio, concept maps, etc.) to student and Special Education teacher prior to lesson so that the student is well prepared Process-Individualized instruction in the classroom from teacher as well as a bilingual student who demonstrates strength in reading and writing skills. Product-Assessment will remain the same for all students, however, the student will be assessed based on status as an Early Intermediate English Language Learner Affect-Materials provided in Spanish will provide the student with extra assistance. Also, audio and visuals will assist this student as well Learning Environment-Grouping this student with a bilingual student who demonstrates strength in reading and writing will provide the student with the support that he needs. Assessment Strategies-Collaboration with Special Education teacher Next Steps- To facilitate this student's learning, it is necessary to plan and collaborate with the student's previous and current teachers to determine the needs of this student. Also, it would be helpful to incorporate different auditory and visual materials into the lesson so that this student, as well as others, can benefit. SABIEN Content-Provide all necessary materials to student and Special Education teacher prior to lesson so that the student is well prepared Process-Individualized instruction in the classroom from teacher as well as a bilingual student who demonstrates strength in reading and writing skills. Product-Assessment will remain the same for all students, however, the student will be assessed based on status as an Early Intermediate English Language Learner Affect-Materials provided in Spanish will provide the student with extra assistance. Learning Environment-Grouping this student with a bilingual student who demonstrates strength in reading and writing will provide the student with the support that he needs. Also, since the student works well in small groups, small group activities will be highly encouraged. Assessment Strategies-Collaboration with Special Education teacher Next Steps- To facilitate this student's learning, it is necessary to plan and collaborate with the student's previous and current teachers to determine the needs of this student. Instructional Strategies (53 minutes) Into (15 minutes) Teacher will lead students into a demo mini-Socratic seminar using heroes from headliner movies such as The Gladiator or The Dark Knight Teacher will review Instructions to Socratic Seminar and clarify anything students did not understand Through (30 minutes) Teacher provides questions based on heroism to students based on the literary works they are to have read already such as The Outsiders or Romeo and Juliet Teacher notifies students to take notes on the Socratic Seminar Teacher faciliates seminar and moves the discussion along if needed Teacher will close seminar Beyond (8 minutes) Teacher will address a few questions from the Socratic Seminar and engage in discussion with students, reviewing what they have learned about the interactions of heroes and non heroes in various literary texts Resources: Questions to mini-Socratic Seminar Socratic Seminar Instructions Literary Socratic Seminar Questions |
Curriculum Area & Grade Level
English 9 Day 3 of Integrated Thematic Unit: Heroism Traditional School Schedule: 53 minutes Student Information: Student w/Special Needs ALEX Age: 15 years old Grade:10th Cuture: White Gender: Male Socioeconomic Status: Middle Class Family: Parents are divorced and youngest of 3 siblings Interests: Video Games, Baseball, Comic Books and Car Racing Readiness: Sound/Symbol Relationships Word Identification Independently reads at 7th grade level Difficulty with early literacy skills Learning Profile: Special Education Support Asthma Self-Isolating Auditory Learner JULIE Age: 16 years old Grade:11th Cuture: White Gender: Female Socioeconomic Status: Lower Middle Class Family: Lives with aunt and two cousins Interests: Music, Shopping, Basketball and Hanging with Friends Readiness: 504 for ADHD Reads at 9th grade level Learning Profile: Above average grades Sociable Works well in large groups Auditory and Visual Learner ELD Standard(s) Early Intermediate: Describe briefly in simple sentences a character according to waht he or she does in a familar narration, dialogue, or drama Intermediate: Read a literary selection and use detailed sentences to describe orally a character according to what he or she does in a narration, dialogue or dramatic monologue Assessment(s) Diagnostic: Literary Heroes Discussion with reading selections students have already read Formative-Progress Monitoring:Teacher Observations with Literary Hero Socratic Seminar Discussion Summative: Literary Hero Socratic Seminar Notes Explanation of Differentiation for Students with Special Needs ALEX Content-Provide all necessary materials to student and helping partner prior and during the lesson so that the student is well prepared Process-Individualized instruction in the classroom from teacher as well as helping partner who demonstrates strength in reading and writing skills. Product-Assessment will remain the same for all students, however, the student will be assessed based on level of performance in the classroom Affect-Materials sent home with the student (Audio) Learning Environment-Grouping this student with a helping partner ,who demonstrates strength in reading and writing,will provide the student with the support that he needs. Assessment Strategies-Collaboration with Special Education teacher Next Steps- To facilitate this student's learning, it is necessary to plan and collaborate with the student's previous and current teachers to determine the needs of this student. Also, the student may be provided with excercises that will assist the student with his literacy needs. JULIE Content-Necessary and engaging curriculum materials Process-Partner work for student activities where feedback is provided Product-Formative Assessments to keep the student occupied Affect-Engaging activities to keep the student focused Learning Environment-Seating will be arranged so that the student is away for any potential distractions or distractors Assessment Strategies-Summative/Formativ Next Steps-Collaboration with current and previous teachers as well as special education teacher to develop ways to ensure the success of this student Student Activities (53 minutes) Into (15 minutes) Students will participate in a demo mini-Socratic seminar using heroes from headliner movies such as The Gladiator or The Dark Knight Students will listen as instructions to Socratic Seminar is reviewed by the teacher Through (30 minutes) Students will receive questions based on heroism in literary works they have read already such as The Outsiders or Romeo and Juliet Students prepare to take notes as the Socratic Seminar begins Students are open to discuss their thoughts on the given questions following the rules of a Socratic Seminar Students will engage in discussion until time is called Beyond (8 minutes) Students will engage in discussion from Socratic Seminar led by the teacher, reviewing what they have learned about the interactions of heroes and non heroes in various literary texts |