Posting more Common Core, lesson plans for all of you parents who dont know what they look like & how complicated or simple they can be. I think they make life easier for everyone. MIDDLE SCHOOL Framework for Teaching Daily Lesson Planning Template Teacher: Mr. Smith Journey’s Class (Creative Arts/RELA) Temporary #6 Date: April 2nd and 3rd, 2014 Curriculum Standard(s) Identify the curriculum standards to be taught and how they connect to other standards within or outside of the discipline. (FFT) Value, sequence and alignment Common Core Standard: CCSS.ELA-LITERACY.RI.8.4 • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Topic : Writing / Conventions Objective: The students will Revise texts for clarity, completeness, and effectiveness Instructional Outcomes Identify the important concepts and skills that students will be expected to learn. (FFT)(Clarity) The students will Compose texts using the revising and editing strategies of effective writers and speakers Activities Include the warm-up or opening to lesson, activities to engage students in the intended instructional outcomes, and closure activities. (FFT) (Balance) ( Learning Activities) ( Structure & Pacing) Warm Up: (5 minutes) Discussion of yesterday’s lesson, today’s lesson and tomorrow’s lesson. Outcome: We will be able to use conventions as guidelines for spelling, grammar usage and punctuation. 1. The skills we have studied so far have helped us create a piece of writing. But once we have narrowed an idea, added details, chosen words, and crafted sentences, we still need to guide the reader through our writing with signposts everyone recognizes. These signposts are called conventions. Conventions are guidelines for spelling, grammar usage, and punctuation that we all agree on. Using conventions correctly is not the main point of writing, but we do need these signposts so readers will understand what we are saying. For example, let’s say I’ve written about sports. Write these sentences on the board, and read them aloud as they are punctuated: Sports are great? You learn to work together when you play sports on a team Don’t you wish we could play sports all day! Are these sentences easy to understand? (not really) Let’s think about how we can make these sentences clearer by looking at conventions. 2. We will focus on two conventions: beginning capitalization and end punctuation. Beginning capitalization means that the first word of a sentence always begins with a capital letter. Let’s look at the first words in the sentences on the board. Reread the sentences aloud. Is there something wrong with the word sports? (yes) What is wrong? (It should begin with a capital s.) Is there something wrong with the word you? (yes) What is wrong? (It should begin with a capital y.) Now, look at the word Don’t. Is there anything wrong with the capitalization of this word? (no) Why? (It is capitalized correctly at the beginning of the sentence.) 3. Now we will look at the end of the sentences. End punctuation is the punctuation mark that vomes at the end of a sentence: a period, an exclamation point, or a question mark. Every sentence ends with a punctuation mark. The punctuation shows whether a sentence tells you something, make an exclamation, or asks a question. Reread the first sentence. Is this sentence telling something, making an exclamation, or asking a question? (make an exclamation) What kind of punctuation should come at the end? (an exclamation point). Change the question mark to an exclamation point. Follo the same process with the second and third sentences. Make sure students notice that the second sentence does not have any end punctuation. 4. Now that these sentences follow conventions for beginning capitalization and end punctuation, the writing is easier to understand. Circle the beginning capitalization and end punctuation in the three sentences: Sports are great! You learn to work together when you play sports on a team. Don’t you with we could play sports all day? These sentences all begin with capital letters and end with the correct punctuation marks. Opening: (10 minutes) Preview of Skill and preview of skill strategy Red group: Green group: Outcome: (Writing Samples) We will be able to identify where beginning punctuation should be placed, and also end punctuation. 1. Distribute Writing page, and read the first passage aloud to them. Read the sentences as they are punctuated. This passage tells about Lance Armstrong. Let’s look at the conventions the writer uses in these sentences. Read each sentence of the passage and discuss whether the beginning capitalizations and end punctuation are correct. Ask the following questions: • Is the beginning capitalization correct? How could we fix it? • Is the end punctuation correct? How could we fix it? • Is writing without proper punctuation easy to understand? (no) Passage # 1 Super hero on a Bike do you think you could ride your bicycle up a mountain. that’s exactly what Lance Armstrong did when he won seven Tour de France bicycle races in a row Lance Armstrong is a super athlete? he is even more amazing because he overcame cancer before he won all those races Go Lance. Help the students make corrections. Passage # 2 Super hero on a Bike Do you think you could ride your bicycle up a mountain? That’s exactly what Lance Armstrong did when he won seven Tour de France bicycle races in a row. Lance Armstrong is a super athlete. He is even more amazing because he overcame cancer before he won all those races. Go Lance! : 2. The passage is still about Lance Armstrong, but the use of conventions is different. Ask the students to find the examples of correct beginning capitalizations. (do, That’s Lance, He, Go). Ask the students to find the examples of correct end punctuation. (questions mark, period, period, period, exclamation point) Model how the accurate use of conventions in Passage #2 makes the writing clearer and more fluent. I Do (Whole group) (15 minutes) Example or modeling of skill strategy. Outcome: We will develop and interpret a rubric for scoring our writing. Tell/show the students that Evaluating Writing. Use of a rubric. Tell the students that this rubric focuses on two conventions: beginning capitalization and end punctuation. Read the rubric aloud. 5 3 1 The passage is The passage is The passage is hard Clear and easy to mostly clear, but to understand understand. capitalization and capitalization and punctuation are punctuation are punctuation are used correctly sometimes used missing or incorrect incorrectly The sentences are The reader can The sentences are Clear, and the reader generally understand confusing, and the can understand their the meaning of the writing is hard to meaning sentences understand End punctuation is End punctuation is End punctuation is correct nearly correct missing or incorrect Review Skills Sentences create a Sentences create little Sentences create no pleasing rhythm, and rhythm, and sentences rhythm, and sentences sentence length is length is mostly varied are all the same length varied We Do (Whole group) (25 minutes) Practicing skill strategy together. Red group: Green group: Snooze It or Lose It did you know that teens need about 9 or 10 hours of sleep a night if you get less that this, you may feel tired and cranky during the day You may not perform as well as you could at school, at sports, or even at video games? to get more sleep, stay away from sodas after lunch Relax before bedtime And most important of all-turn off that noisy TV. Make corrections as needed. Snooze It or Lose It Did you know that teens need about 9 or 10 hours of sleep a night? If you get less than this, you may feel tired and cranky during the day. You may not perform as well as you could at school, at sports, or even at video games. To get more sleep, stay away from sodas after lunch. Relax before bedtime. And most important of all-turn off that noisy TV! You do (independent) (20 minutes) Worksheet or Expedition follow up completion of skill strategy independently Don’t Sit, Get Fit! did you know that you can’t stay healthy without exercise. exercise makes your body stronger and even makes your brain function better exercise also helps you sleep more soundly It is really important to exercise at least an hour a day? so put away those computer games and start jogging. Don’t Sit, Get Fit! Did you know that you can’t stay healthy without exercise? Exercise makes your body stronger and even makes you brain function better. Exercise also helps you sleep more soundly. It is really important to exercise at least an hour a day. So put away those computer games and start jogging Questions/ Discussions Closing/Exit Ticket: (2 minutes.) Review of prior days lesson, today’s lesson and links to future lessons. Red group: Green group: (FFT) Instructional Groups How will students be grouped for each activity in the lesson? Groupings will be based on pre-assessment. (S.R.I. scores), and current classroom performance Red group (high) Green group (low) (FFT) Resources Identify resources and materials needed for the lesson. . Student anthology, Student resource book, pencils/pens, notebook paper, projector, computer, Closing/ Assessments Formative/SummativeHome Assignment/ Homework Vocabulary assignments or Advanced Word Study assignments. Red group: Green group:
Posted on: Tue, 01 Apr 2014 00:54:30 +0000
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