Review type preferences Elements of ELA ETC, Ch. 2 Lesson Plan form practice Agenda:

NCTE/IRA Standards

ELA: English Language Arts Reading Writing Speaking Listening Thinking

Reading

Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking

Last week, we discussed type preferences as a way to understand your own preferences – as well as those your students might have. Chapter 2 looks at other ways to know your students. In pairs, read aloud one of your response journal entries (or explain it, if you don’t have your journal). Choose one of the entries to discuss with the class.

I Learning Goals SC ELA Content Standard(s): Benchmark(s): Indicator(s): What will your students know and be able to do at the end of this lesson? II Student Background Knowledge and Experience What prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson? How do you know if students have the knowledge and skills they need to be successful? How will you use or accommodate the diverse experiences that your students bring to class (considering gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, and learning styles)? III Instructional Procedures Content summary, including concepts and essential understandings: Teaching methods: Student grouping: Reading strategies for selected print and nonprint texts: Interdisciplinary strategies: IV Resources and Materials Written Texts: Oral Media: Visual Media: Instructional technologies: V Instructional Activities Lesson sequence, including important questions to ask students; time Allotted Opening: Main activities: Closing: VI Assessment/Evaluation How will you know if each student has met the learning goals? Will students be asked for a personal response? If so, how will you use these responses? Attach assessments and assessment criteria. VII Adaptations Modifications: Note if lesson objective or significant content needs to be changed. LESSON PLAN FORM

Benchmarks: Students will explain how characters’ interactions and the novels’ events develop throughout the text. Students will participate in class discussion, both teacher-led and peer generated, and effectively build on their own ideas and others’ ideas. Students will cite strong and thorough textual evidence to support their claims about the text. Indicators: During class discussion and on guided reading worksheets for The Great Gatsby, students will correctly identify events and character relationships and explain how those events and relationships demonstrate the novel’s theme. Students will contribute appropriately to class discussions of The Great Gatsby, and will effectively build on their own ideas and others’ ideas by referencing what either the teacher or their peers have stated previously. In class discussions and in a paper based on The Great Gatsby, students will cite specific and appropriate textual evidence to support their claims.

Benchmarks: Students will produce clear and coherent writing that is appropriate for the task and audience. Students will revise and edit their writing as needed over the course of their writing. Students will write routinely over the course of four days and produce work for the appropriate audience and that is appropriate for the task. Students will demonstrate a command of the conventions of Standard English in both their oral and written work. Indicators?

Ability to read and comprehend key features (plot, setting, character, etc) of a novel. Ability to participate in class discussion of a novel. Some knowledge of 1920’s US culture. Informal assessment of reading & speaking abilities during previous units. Informal Q&A about time period and culture. Background material on 1920’s available on class website. Multiple formats for discussions (whole class, small group, independent). Use of writing, informal discussions, and games (Jeopardy!) to disseminate information.

Definitions of “irony” and “satire”; how to recognize each in fiction. Understanding of “new money” and “old money” in 1920’s US culture. Lecture Video Film clip Writing Discussion Whole class discussion Individual writing Small group discussion Teacher readaloud of opening paragraphs of novel chapter Independent reading of rest of chapter Audiobook available Info on music, fashion and other cultural elements of 1920’s US

Class copy of The Great Gatsby Audiobook of The Great Gatsby available Youtube videos on 1920’s Clip from The Great Gatsby film Youtube Smartboard Powerpoint Paperback novel

1920’s jazz playing as students enter & write Freewrite: “What’s the connection between music and fashion?” 5 min Lecture/notes15 min Youtube videos10 min Pairs discussion 5 min Whole class discussion15 min Writing (individual)10 min Readaloud 5 min Individual reading time15 min Whole class discussion5 min Explain homework5 min

Informal assessment based on end-of-class discussion comments Audiobook available for students with reading difficulties

Pat dyslexia Shorter length written responses Read written notes aloud Audiobook of novel Listen & follow text Audiobook player n/a

Sample project: Create a book trailer for supplemental reading – novel or memoir set in early 20 th century US. What’s your GOAL for this assignment? (What do you want students to know or be able to do as a result of completing it?) What knowledge or skills do students already have? What knowledge or skills do they not yet have? How can they get that knowledge or those skills? (How much do you need to provide? What can they get on their own? How much help or guidance do they need?) What’s the target? (What does a successful performance look like?)

What’s your GOAL for this assignment? (What do you want students to know or be able to do as a result of completing it?)

What knowledge or skills do students already have? They know how to determine a central idea or theme. They know how to write for a specific task, purpose, and audience. They have varying degrees of familiarity with video-making software. What knowledge or skills do they not yet have? They might not be familiar with the “book trailer” genre. They might need to learn some software. They might need to learn how to “storyboard” a video. How can they get that knowledge or those skills? Minilessons in class. Learning from each other in small groups. What’s the target? Sample 1Sample 2Sample 3

Sample project: Experience a poem every day in class. What’s your GOAL for this assignment? (What do you want students to know or be able to do as a result of completing it?) What knowledge or skills do students already have? What knowledge or skills do they not yet have? How can they get that knowledge or those skills? (How much do you need to provide? What can they get on their own? How much help or guidance do they need?) What’s the target? (What does a successful performance look like?) Fire What makes a fire burn is space between the logs, a breathing space. Too much of a good thing, too many logs packed in too tight can douse the flames almost as surely as a pail of water would. So building fires requires attention to the spaces in between, as much as to the wood. When we are able to build open spaces in the same way we have learned to pile on the logs, then we can come to see how it is fuel, and absence of the fuel together, that make fire possible. We only need to lay a log lightly from time to time. A fire grows simply because the space is there, with openings in which the flame that knows just how it wants to burn can find its way.

Sample project: Explain figurative language in a poem. What’s your GOAL for this assignment? (What do you want students to know or be able to do as a result of completing it?) What knowledge or skills do students already have? What knowledge or skills do they not yet have? How can they get that knowledge or those skills? (How much do you need to provide? What can they get on their own? How much help or guidance do they need?) What’s the target? (What does a successful performance look like?) Fire What makes a fire burn is space between the logs, a breathing space. Too much of a good thing, too many logs packed in too tight can douse the flames almost as surely as a pail of water would. So building fires requires attention to the spaces in between, as much as to the wood. When we are able to build open spaces in the same way we have learned to pile on the logs, then we can come to see how it is fuel, and absence of the fuel together, that make fire possible. We only need to lay a log lightly from time to time. A fire grows simply because the space is there, with openings in which the flame that knows just how it wants to burn can find its way.

Some “guiding principles” for effective instruction 1.Provide multiple entry points into every lesson 2.Employ a range of instructional modes 3.Use a variety of group formats 4.Describe and demonstrate each strategy 5.Develop student’s background knowledge What would each principle look like for the lesson on “Fire”?

For next week, read and respond to Chapter 3 of ETC.