MATERIALS and SETTING

What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, or science lab?

The teacher will need a computer with internet access, a projector, a whiteboard, and a set of markers to complete this lesson. The students will be seated at their desks.

KEY VOCABULARY and ACADEMIC LANGUAGE

What vocabulary terms must students know to understand the concept being taught?

Academic language, also known as Tier III vocabulary, is used in academic settings specific to a particular subject or field of study. This type of language is often abstract and difficult for students to understand. However, students need to be exposed to and learn this language to succeed in school and in their future careers. Some examples of academic language term students might need to know to understand a concept taught in an English class are genre, metaphor, simile, allusion, plot, and character.

FOCUS ACTIVITY

What activity will students engage in pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity

The students will engage in a game of charades related to common English idioms. This will pique their interest in the upcoming lesson by allowing them to use their creative skills to guess the idiom.

CONNECTION TO PRIOR LEARNING

This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.

Students have been exposed to a variety of literary works and have gained an understanding of the many literary genres. Students will have a deeper understanding of theater with this lesson. Students will be able to define drama and apply their knowledge to previously read texts.

OBJECTIVE STATEMENT (be sure to include the performance measure)

This is what you say to students about what students will learn today and how they will show they have learned the content (that is the performance measure)

In this class, students will learn about different aspects of the English language and how to use it correctly. They will be assessed on their ability to use proper grammar, punctuation, and spelling in their writing.

PURPOSE OF LEARNING

Why do students need to learn this today? This should be written in what you will say to students and include why it is important to the content and why it is relevant in their lives.

Students need to learn about writing to understand why it is such an important skill. Writing clearly and effectively is essential in many aspects of life, from school to work to personal relationships. By understanding the purpose of writing, students can start to see how they can use this skill to improve their lives.

INSTRUCTIONAL STEPS

Include:

Step by Step Instructions

Key Points

Directions to give

1) The teacher explains the task to the students.

2) The students are given time to read the text.

3) The teacher assigns different roles to different students.

4) The students discuss the text in their groups.

5) The teacher leads a whole class discussion.

The teacher should:

1) Make sure the students understand the task.

2) Give the students enough time to read the text.

3) Assign roles to the students.

4) Monitor the students’ discussions.

5) Summarize the main points of the discussion.

LITERACY STRATEGIES USED

Be sure you include activities that support literacy; vocabulary, reading, listening, speaking, and writing.

The student will be able to use different literacy strategies when reading, to write, listening, and speaking to increase comprehension.

1. Read a variety of texts independently for enjoyment and to build an understanding of the world

2. Participate in small- and large-group discussions with a variety of partners on texts and themes appropriate for their grade level.

3. Pose and respond to questions about a text to indicate comprehension; provide answers that draw directly from the text.

4. Identify the essential argument of a text and provide evidence from the text to support your claim; summarize

5. Explain the connections between concepts using suitable and varied schema (such as definitions, descriptions, and examples) and domain-specific vocabulary

6. Write frequently for a variety of discipline-specific activities, goals, and audiences, both over long- and small-time frames (time for research, reflection, and editing)

7. Plan, revise, edit, rewrite, or try a different technique as necessary to develop and deepen writing, keeping in mind how successfully purpose and audience have been addressed.

8. Ability to type a minimum of three pages at one sitting; use technology (including the Internet) for literary production, publication, and social interaction and collaboration.

9. Use examples from works of literature or nonfictional sources to back up your claims in an essay, report, or research paper.

Activities to support literacy:

1. Partner and whole class discussions of texts

2. Journaling

3. Writing in response to literature

4. Free write

5. Word sorts

6. Graphic organizers

7. Book clubs

8. Independent reading

STUDENT USE OF TECHNOLOGY

Even if you do not have enough technology devices for your students, you must include student use of technology as if you did have all the necessary technology.

1. One outcome is that students will be able to accurately categorize the variety of technological tools available to them.

2. Second, they will be able to articulate the steps necessary to use various technological tools.

3. Third, the students will have the ability to utilize technological equipment for various purposes.

6 QUESTIONS FOR UNDERSTANDING

1 question per each level of Bloom’s Taxonomy

Identify the level of Bloom’s

Questions should increase in complexity as the lesson progresses.

1. What does the term "tomorrow" mean?

2. What are some things you can do to prepare for tomorrow?

3. What are some things you hope to accomplish tomorrow?

4. Why is it important to plan for tomorrow?

5. What are some potential obstacles you may face tomorrow?

6. How can you overcome these obstacles?

MODIFICATIONS/ACCOMMODATIONS

Create at least one modification/accommodation for a student with special needs, and one modification/accommodation for English language learners

For a special-needs student, the teacher could provide a word bank with key vocabulary words for the lesson. The teacher could provide a lesson guide highlighting key grammar points for English language learners.

RETEACH/EXTENSION

Include different activities for struggling students and for students who already understand the material

Given a text, the student will be able to determine the theme.

Struggling Students:

1. The teacher will provide a list of themes from which students will choose

2. The teacher will provide a graphic organizer to help students identify and organize the evidence supporting their chosen theme

Extension:

1. Students will create their examples of theme

2. Students will choose a theme from a list and write a short essay on it

CLOSURE:

Review: How will you cement the learning that has taken place in this lesson?

Connect to future learning: How will what students learned today help them in upcoming lessons?

Review the lesson's objectives and have students explain what they learned.

When applied to future classes, how will today's information benefit students? What students have learned in this lesson can be used in subsequent lessons. In the future classes, they will be more prepared thanks to this.