Social Justice Lesson Plans_Compiled

ELA Lesson Plan Format *BE SURE TO INCORPORATE ACADEMIC NORMS* Teacher: Roland Subject: English Date(s): March 28-April 1

Text/Passage Title: Various articles TBD Day of Week Student Data What (prior) knowledge of your students’ performance data,* interests, background, etc., are you using to inform your planning process? (*Data may range from district’s assessment data to teacher-created classroom data.)

Culminating Tasks/TextDependent Questions/Key Vocabulary Writing Prompts and/or questions developed or generated to support using evidence from text to illustrate understandings, connections, and/or applications of concepts. TextDependent Questions should scaffold Culminating Tasks

Guiding Question(s) What is the big idea for today’s lesson? What question should students be able to answer at the end of this lesson?

Monday

Tuesday

Wednesday

Thursday

Friday

Q2-3 Pre- and PostAssessment Data

Q2-3 Pre- and PostAssessment Data

Q2-3 Pre- and PostAssessment Data

Q2-3 Pre- and PostAssessment Data

Q2-3 Pre- and PostAssessment Data

SW explore current issues of "justice (or injustice) in America" in anticipation of a Q4 research project. SW submit a "Research Topic Proposal" (I will take these proposals, condense the topics to 4, then allow students to re-choose).

Writing Workshop: Fixing Contractions — SW rewrite sentences and paragraphs, fixing any/all contractions correctly.

SW explore the following questions in relation to social issues: “What is the danger of ignorance?” and “Why should you have a seat at the table?”

SW submit a "Research Topic Proposal" (I will take these proposals, condense the topics to 4, then allow students to re-choose).

Writing Workshop: Homonyms & "You" — SW re-write sentences and paragraphs, fixing any/all homonyms correctly. SW rewrite sentences and paragraphs, making them all 3rd person.

Writing Workshop: Review — SW then re-write a paragraph correcting contractions, homonyms, and 1st or 2nd person phrasing.

What is the danger of ignorance? Why should you have a seat at the table // What are homonyms? What is the difference between 1st, 2nd, and 3rd person?

What social issue or state of ignorance do you want to target in your research paper? // What is the difference between 1st, 2nd, and 3rd person? Which should you use when? What are homonyms? When should you use contractions? Why is it important to write correctly?

Q4 Pre-Assessment*

None

What is "justice"? What issues of justice or injustice do we see in America today?

How does it affect us? What topic are you curious about?

Why? // What are contractions? When are they not appropriate?

Pre-Assessment will cover: and Standards should be carefully

formulated and clearly stated.

RI.12.1–2, 7 W.12.1–2, 4–5, 7–9 L.12.1–3

RI.12.7 — Integrate and evaluate multiple sources of information presented in different media or formats

RI.12.7 — Integrate and evaluate multiple sources of information presented in different media or formats

RI.12.7 — Integrate and evaluate multiple sources of information presented in different media or formats

W.12.7 — Conduct research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject.

W.12.7 — Conduct research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject.

W.12.7 — Conduct resarch projects to answer a question or solve a problem; narrow or broaden the inquirty when appropriate; synthesize multiple sources on the subject.

L.12.1-2 — Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

L.12.1-2 — Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

W.12.5 — 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.

L.12.1-2 — Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

EHC (Connecting Prior Knowledge)

Thinking about where you are right now, only weeks away from graduating high school, what are you curious about in the world around you?

What are you afraid of? What issues do you feel you should know more about?

None (Get straight into finishing preassessment)

Question: What does "justice" mean to you? What about "injustice"? Which do you see more?

Question: What topic did you choose yesterday? Why did you choose it? What connection do you have to that topic?

Grammar Practice: Rewrite the short paragraph, fixing all contraction and homonym errors. (The paragraph will also be written in 1st person to lead into today's lesson.)

Lesson Launch (The Hook) How will your lesson start? How will you engage students’ interest in the lesson topic (e.g., show a video; ask a question related to students’ experiences; have students demonstrate something)? The lesson launch is not the same as the EHC.

SW write their questions on post-its and add them to a "Parking Lot" anchor chart.

None

Anchor charts will be posted around the room, each with a different current social justice issue. SW participate in a gallery walk, writing on each chart what they think of when they think of that particular issue.

YouTube Video: "What is social justice?"

YouTube Video: "Dramatic Reading of a Breakup Letter" (Funny, mocks really bad writing, lead-in to WHY it is important to care about the way you write and speak.)

Lesson Outline should include Vocabulary Instruction.

Guided Practice (approximate time): In what ways will you introduce the lesson? How will you teach the skill?

How will you present the information? Vocabulary instruction is required each week.

When applicable, how will you incorporate vocabulary instruction in the lesson? How will your vocabulary instruction connect to reading comprehension? (I DO) In what ways will the Executives attempt to explain or do what you have outlined? How will you monitor and coach their performances? (WE DO) Independent Practice (approximate time): How will your different Executives attempt the objective on their own?

How will you gauge mastery? (THEY DO) Describe the flow of activities during the lesson. What will the teacher do?

What will the Executives do? And how will their activities be organized (small group, independent, pairs, etc.)? It should be clear from your description how you intend for the lesson to proceed. There should be enough detail for someone else to pick up your lesson plan and use it to teach your class.

Differentiation How will you differentiate instruction for Executives at different levels? (e.g., small groups with different tasks; centers; different roles within a small group; using different forms of the same independent practice, etc.)

EHC (10) SW take the Q4 preassessment (60)

SW finish the Q4 preassessment (70)

EHC (10)

EHC (10)

EHC (10)

Lesson Launch (15)

Lesson Launch (5)

Lesson Launch (5)

WE DO: Class will go through each hashtag (anchor chart) to explore different social issues. TW give clear information about what exactly each hashtag means and represents. SW contribute to discussion* about their thoughts on each issue. (10)

THEY DO: Based on Monday's topic submission, TW compile/condense topics*. SW re-choose and focus/narrow their topic based on the approved selections and re-submit their proposals*. (10)

I DO: TW pass out approved research topics.* (5)

I DO: TW introduce Q4 research project.* (5) THEY DO: SW complete a "Research Topic Proposal" and sumbit for topic consolidation and approval.

(10) I DO: TW review contractions and explain why they are not used in academic writing (5)

I DO: TW teach/review homonyms and point of view.

(10) WE DO: Class will identify homonyms and point of view whole group. (10) THEY DO: SW re-write a paragraph*, fixing any/all homonyms or 1st/2nd person point of view. (20) Closure (5)

THEY DO: SW re-write a short paragraph*, fixing any/all contractions. (10)

THEY DO: Individually, SW reflect on/write about what they already know (or think they know) about the topic and what they want to know.* (10) WE DO: In small groups (paired by general topic), students will brainstorm and compile a list of 10 questions they have about this subject. (20) THEY DO: SW re-write a paragraph*, fixing any/all homonyms, contractions, or 1st/2nd person point of view. (15) Closure (5)

Closure (5)

1st/4th will be required to write a 3-paragraph informative essay 3rd will be required to write a 5-paragraph analytical or argumentative essay

Discussion-prompting questions will be different/higher level for 3rd period (honors).

Research project for 2nd/4th will be INFORMATIVE, research project for 3rd will be ARGUMENTATIVE.

For paragraph re-write, students will be told how many errors are in the paragraphs. 3rd will have contraction errors, as well

2nd/4th research topics will be fairly narrow and direct for informative papers.

3rd research topics will be argumentative

For paragraph re-write, students will be told how many errors are in the paragraphs. 3rd will have homonym and point of view errors, as well as grammar and spelling errors.

When returning 2nd/4th approved topics to students, there will be substantial teacher notes and prompting questions.

3rd will be given the OPPOSITE viewpoint of their choosing and must research/argue that way.

as grammar and spelling errors.

Closure How will Executives publically summarize what they have learned today (e.g., quick survey using dry erase boards)? Closure is more than simply asking them what they learned or giving them another problem to solve that is similar to what they have already done. Ideally, closure engages ALL Executives (not just volunteers) in summarizing and processing what they learned in a public way (i.e., if they do an exit ticket, a few Executives should be asked to share what they wrote).

Manipulatives/Technology (optional) Assessment For EACH of your guiding questions (or lesson objectives), how will you know whether ALL students have met this objective? Your assessment could be part of your closure (e.g., an exit ticket) or it could be separate from the closure. It can be formal or informal. However, constant or exclusive use of “Teacher Observation� as your assessment method is insufficient, as it is unlikely to provide adequate information on the progress of each student. Try to use alternative forms of assessment wherever possible.

(SUBMIT A COPY OF EXAM--NOT DAILY ASSESSMENT OF LEARNING--THE WEEK BEFORE ADMINISTRATION)

None

None

CW fix paragraph on whiteboard whole group (SW come fix different errors)

CW fix paragraph on whiteboard whole group (SW come fix different errors)

CW fix paragraph on whiteboard whole group (SW come fix different errors)

None

None

PPT, Smartboard

PPT, Smartboard

PPT, Smartboard

Whole group questioning, independent reflections, and fixing paragraph on the whiteboard

Whole group questioning and fixing paragraph on the whiteboard

SW submit research topic proposals

Q4 Pre-Assessment

ELA Lesson Plan Format *BE SURE TO INCORPORATE ACADEMIC NORMS* Teacher: Roland Subject: English Date(s): April 4-8, 2016

Text/Passage Title: 1 news article, 2 opinion articles about #BlackLivesMatter Complexity Band Level of Text: TBD Lexile or another quantitative level of text: TBD Selection Vocabulary: MLA, paraphrase, quote, copyright, plagiarism, research, curiosity, persistence Day of Week Student Data What (prior) knowledge of your students’ performance data,* interests, background, etc., are you using to inform your planning process? (*Data may range from district’s assessment data to teacher-created classroom data.)

Monday

Tuesday

Wednesday

Thursday

Friday

Q2-3 Pre- and PostAssessment Data, Q4 Pre-Assessment Data

Q2-3 Pre- and PostAssessment Data, Q4 Pre-Assessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Culminating Tasks/TextDependent Questions/Key Vocabulary Writing Prompts and/or questions developed or generated to support using evidence from text to illustrate understandings, connections, and/or applications of concepts. TextDependent Questions should scaffold Culminating Tasks

SW read, analyze, and discuss Source #1 (news and opinion articles, #BlackLivesMatter)

SW learn use MLA to cite, paraphrase, and quote pieces of the articles

SW practice writing MLA citations, in-text and Works Cited, for various source types. SW practice summarizing by combining paraphrase and quotes.

SW draft an outline of their research papers.

SW take a vocabulary quiz.

Guiding Question(s) What is the big idea for today’s lesson? What question should students be able to answer at the end of this lesson?

What is the difference between a news and an opinion article? What is objectivity? What is the #BlackLivesMatter movement about?

Why should you have a seat at the table?

What are MLA citations? How do you paraphrase? How do you quote?

How do you cite using MLA both in-text and on a Works Cited page?

How are you going to use this week’s sources in your research paper?

What is the danger of ignorance in social issues?

SW begin writing their research papers and have mini-conferences with the teacher.

and Standards should be carefully

formulated and clearly stated.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

W.12.2: 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.

W.12.2: 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.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

EHC (Connecting Prior Knowledge)

Vocabulary practice

Vocabulary practice

Vocabulary practice

Vocabulary practice

Vocabulary practice

Lesson Launch (The Hook) How will your lesson start? How will you engage students’ interest in the lesson topic (e.g., show a video; ask a question related to students’ experiences; have students demonstrate something)? The lesson launch is not the same as the EHC. Lesson Outline should include Vocabulary Instruction.

Guided Practice (approximate time): In what ways will you introduce the lesson? How will you teach the skill?

How will you present the information? Vocabulary instruction is required each week.

When applicable, how will you incorporate vocabulary instruction

What is the difference between a news article and an opinion column?

What is the difference between a summary, a paraphrase, and a quote?

Fact vs. opinion game (using paddle boards)

Write the MLA in-text citation for the following sources.

Correct the paragraph (using MLA style citations, correct paraphrasing, and grammar)

EHC (10)

EHC (10)

*ROW Schedule*

EHC (10)

EHC (10)

Lesson Launch (10)

Lesson Launch (10)

EHC (10)

Lesson Launch (10)

Lesson Launch (10)

I DO: TW introduce first type of sources (news articles vs. opinion columns).

TW discuss

THEY DO: SW review what the articles were about. (5)

Lesson Launch (10)

WE DO: Class will briefly discuss how this week’s sources answer the following questions: Why should you have a seat at the table? Why is ignorance dangerous in

THEY DO: SW begin writing their research papers (or at least pieces of their research papers), incorporating this week’s sources. (50)

I DO: TW give examples of how to cite various

I DO: TW review how to cite various types of sources (for quotes and paraphrase) and works cited. (15)

*While students are writing,

in the lesson? How will your vocabulary instruction connect to reading comprehension? (I DO) In what ways will the Executives attempt to explain or do what you have outlined? How will you monitor and coach their performances? (WE DO) Independent Practice (approximate time): How will your different Executives attempt the objective on their own?

How will you gauge mastery? (THEY DO) Describe the flow of activities during the lesson. What will the teacher do?

What will the Executives do? And how will their activities be organized (small group, independent, pairs, etc.)? It should be clear from your description how you intend for the lesson to proceed. There should be enough detail for someone else to pick up your lesson plan and use it to teach your class.

Differentiation How will you differentiate instruction for Executives at different levels? (e.g., small groups with different tasks; centers; different roles within a small group; using different forms of the same independent practice, etc.)

difference between news and opinion, as well as the importance of objectivity and balance when writing. (15)

Additional teacher help during small group work, as needed.

Honors class will work independently; TW highlight important parts of one article for other classes to illustrate what to look for; they will then do the rest on their own.

Honors class will have harder citations

Lower students will be given an outline template to fill-in as opposed to creating one from scratch.

Additional teacher help as needed.

Closure How will Executives publically summarize what they have learned today (e.g., quick survey using dry erase boards)? Closure is more than simply asking them what they learned or giving them another problem to solve that is similar to what they have already done. Ideally, closure engages ALL Executives (not just volunteers) in summarizing and processing what they learned in a public way (i.e., if they do an exit ticket, a few

Thinking about #BlackLivesMatter and the articles we read today, why should you have a seat at the table for this issue?

SW share out impactful quotes or main ideas they found and plan to use from the sources.

None

SW share out how they are using this week’s sources in their papers.

None

WE DO: Class will read articles together (20).

THEY DO: SW work in small groups to analyze each text and determine the main ideas and authors’ viewpoints/opinions.

(10)

types of web articles, both in-text (for quotes and paraphrase) and works cited. (10) THEY DO: SW pull out quotes and important parts of the articles they want to use in their research papers, practicing their citations at the same time. (30)

THEY DO: SW practice writing citations for various sources (be given the source information and have to create a Works Cited citation; be given a quote or paraphrase and have to create the in-text citation; etc). SW turn this in for exit ticket. (15)

social issues? (10) THEY DO: SW draft outlines of their research papers, incorporating this week’s sources. (35) Closure (5)

TW call individuals to meet for mini-conferences. During these mini-conferences, TW discuss with student his/her angle, focus, struggles, etc.

Closure (5)

Closure (5)

Executives should be asked to share what they wrote).

Manipulatives/Technology (optional)

PPT

PPT

PPT

None

Assessment For EACH of your guiding questions (or lesson objectives), how will you know whether ALL students have met this objective? Your assessment could be part of your closure (e.g., an exit ticket) or it could be separate from the closure. It can be formal or informal. However, constant or exclusive use of “Teacher Observation� as your assessment method is insufficient, as it is unlikely to provide adequate information on the progress of each student. Try to use alternative forms of assessment wherever possible.

(SUBMIT A COPY OF EXAM--NOT DAILY ASSESSMENT OF LEARNING--THE WEEK BEFORE ADMINISTRATION)

Closure reflection

Student lists of quotes and paraphrases to use from sources

MLA citations exit ticket

Outline drafts

Cell phones

*I allow students to listen to music when doing independent work/writing.

Written research paper progress; TBD during miniconferences

ELA Lesson Plan Format *BE SURE TO INCORPORATE ACADEMIC NORMS* Teacher: Roland Subject: English Date(s): April 11-15, 2016

Text/Passage Title: 1 peer-reviewed, academic journal article about #FoodJustice; 1 news article about #FoodJustice Complexity Band Level of Text: TBD Lexile or another quantitative level of text: TBD Selection Vocabulary: TBD (will be text-dependent; need to finalize journal article before deciding on vocab) Day of Week Student Data What (prior) knowledge of your students’ performance data,* interests, background, etc., are you using to inform your planning process? (*Data may range from district’s assessment data to teacher-created classroom data.)

Monday

Tuesday

Wednesday

Thursday

Friday

Q2-3 Pre- and PostAssessment Data, Q4 Pre-Assessment Data

Q2-3 Pre- and PostAssessment Data, Q4 Pre-Assessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Culminating Tasks/TextDependent Questions/Key Vocabulary Writing Prompts and/or questions developed or generated to support using evidence from text to illustrate understandings, connections, and/or applications of concepts. TextDependent Questions should scaffold Culminating Tasks

SW read, analyze, and SW use MLA to cite, discuss Source #2 paraphrase, and quote (peer-reviewed pieces of the sources journal article; will compare to a news article; #FoodJustice)

SW practice summarizing by combining paraphrase and quotes.

SW revise their outline drafts, incorporating this week’s sources. SW work in small groups to brainstorm/discuss their topics.

SW take a vocabulary quiz.

Guiding Question(s) What is the big idea for today’s lesson? What question should students be able to answer at the end of this lesson?

What is the difference between a news and a scholarly, peer-reviewed journal article? What is the #FoodJustice movement about?

Why should you have a seat at the table?

How do you combine short quotes and paraphrase to accurately use a source in your paper WITHOUT plagiarizing?

How are you going to use this week’s sources in your research paper?

What is the danger of ignorance in social issues?

What are MLA citations? How do you paraphrase? How do you quote?

SW begin writing their research papers and have mini-conferences with the teacher.

and Standards should be carefully

formulated and clearly stated.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

W.12.2: 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.

W.12.2: 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.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

EHC (Connecting Prior Knowledge)

Vocabulary practice

Vocabulary practice

Vocabulary practice

Vocabulary practice

Vocabulary practice

Lesson Launch (The Hook) How will your lesson start? How will you engage students’ interest in the lesson topic (e.g., show a video; ask a question related to students’ experiences; have students demonstrate something)? The lesson launch is not the same as the EHC.

What is #FoodJustice?

What is a scholarly, peer-reviewed journal article?

Paraphrase the following quotes.

Write the MLA in-text citation for the following sources.

Correct the paragraph (using MLA style citations, correct paraphrasing, and grammar)

Lesson Outline should include Vocabulary Instruction.

Guided Practice (approximate time): In what ways will you introduce the lesson? How will you teach the skill?

How will you present the information? Vocabulary instruction is required each week.

When applicable, how will you incorporate vocabulary instruction in the lesson? How will your vocabulary instruction connect to reading comprehension? (I DO) In what ways will the Executives attempt to explain or do what you have outlined? How will you monitor and coach their performances? (WE DO) Independent Practice (approximate time): How will your different Executives attempt the objective on their own?

How will you gauge mastery? (THEY DO) Describe the flow of activities during the lesson. What will the teacher do?

What will the Executives do? And how will their activities be organized (small group, independent, pairs, etc.)? It should be clear from your description how you intend for the lesson to proceed. There should be enough detail for someone else to pick up your lesson plan and use it to teach your class.

Differentiation How will you differentiate instruction for Executives at different levels? (e.g., small groups with different tasks; centers; different roles within a small group; using different forms of the same independent practice, etc.)

EHC (10)

EHC (10)

*ROW Schedule*

EHC (10)

EHC (10)

Lesson Launch (10)

Lesson Launch (10)

EHC (10)

Lesson Launch (10)

Lesson Launch (10)

I DO: TW introduce the sources. TW discuss difference between a news article and a journal article. (15)

THEY DO: SW review what the articles were about. (5)

Lesson Launch (10)

WE DO: Class will briefly discuss how this week’s sources answer the following questions: Why should you have a seat at the table? Why is ignorance dangerous in social issues? (10)

THEY DO: SW take vocabulary quiz. (15)

WE DO: Class will read articles together (20).

THEY DO: SW work in small groups to analyze each text and determine the main ideas and authors’ viewpoints/opinions.

(10) Closure (5)

I DO: TW give examples of how to cite various types of journals, both in-text (for quotes and paraphrase) and works cited. (10) THEY DO: SW pull out quotes and important parts of the sources they want to use in their research papers, practicing their citations at the same time. (30)

I DO: TW review the difference between summary, paraphrase, and quotes. (10) THEY DO: SW practice writing summaries of text excerpts using paraphrase and quotes. SW also be required to correctly cite using MLA while they write their summaries. (20)

THEY DO: SW revise their outlines, incorporating this week’s sources. (20)

THEY DO: SW continue writing their research papers (or at least pieces of their research papers), incorporating this week’s sources. (35)

THEY DO: SW discuss how their topics have developed over the last two weeks in small groups. (15)

*While students are writing, TW call individuals to meet for mini-conferences. During these mini-conferences, TW discuss with student his/her angle, focus, struggles, etc.

Closure (5)

Additional teacher help as needed.

Additional teacher help as needed.

Closure (5)

Additional teacher help during small group work, as needed.

Honors class will work independently; TW highlight important parts of one article for other classes to illustrate what to look for; they will then do the rest on their own.

Honors class will not be allowed to quote more than 3 words at a time.

Closure How will Executives publically summarize what they have learned today (e.g., quick survey using dry erase boards)? Closure is more than simply asking them what they learned or giving them another problem to solve that is similar to what they have already done. Ideally, closure engages ALL Executives (not just volunteers) in summarizing and processing what they learned in a public way (i.e., if they do an exit ticket, a few Executives should be asked to share what they wrote).

Manipulatives/Technology (optional)

Thinking about #FoodJustice and the articles we read today, why should you have a seat at the table for this issue?

SW share out impactful quotes or main ideas they found and plan to use from the sources.

None

SW share out how they are using this week’s sources in their papers.

None

PPT

PPT

PPT

None

Assessment For EACH of your guiding questions (or lesson objectives), how will you know whether ALL students have met this objective? Your assessment could be part of your closure (e.g., an exit ticket) or it could be separate from the closure. It can be formal or informal. However, constant or exclusive use of “Teacher Observation” as your assessment method is insufficient, as it is unlikely to provide adequate information on the progress of each student. Try to use alternative forms of assessment wherever possible.

(SUBMIT A COPY OF EXAM--NOT DAILY ASSESSMENT OF LEARNING--THE WEEK BEFORE ADMINISTRATION)

Closure reflection (written in notebooks)

Student lists of quotes and paraphrases to use from sources (written in notebooks)

Paraphrase/quote activity will serve as exit ticket

Outlines

Cell phones

*I allow students to listen to music when doing independent work/writing.

Written research paper progress; TBD during miniconferences

ELA Lesson Plan Format *BE SURE TO INCORPORATE ACADEMIC NORMS* Teacher: Roland Subject: English Date(s): April 18-22, 2016

Text/Passage Title: Political leaders protest Redskins name at #NotYourMascot rally (news article and video); Native American Speaks Out On Mascot Controversies (news video); Emma Watson: ‘Gender equality is your issue too’ (speech video and transcript); Emma Watson interviews Lin-Manuel Miranda for HeForShe Arts Week (interview) Complexity Band Level of Text: 11+ Lexile or another quantitative level of text: N/A Text-Dependent Vocabulary: controversial/controversy, coalition, grassroots organizations, feminism, campaign, confrontation, argument, onerous, overshadow, perspective Day of Week

Monday

Tuesday

Wednesday

Thursday

Friday

Q2-3 Pre- and PostAssessment Data, Q4 Pre-Assessment Data

Q2-3 Pre- and PostAssessment Data, Q4 Pre-Assessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Culminating Tasks/TextDependent Questions/Key Vocabulary Writing Prompts and/or questions developed or generated to support using evidence from text to illustrate understandings, connections, and/or applications of concepts. TextDependent Questions should scaffold Culminating Tasks

SW read, analyze, discuss, and learn to MLA cite the #NotYourMascot multi-media sources: Political leaders protest Redskins name at #NotYourMascot rally (news article and video); Native American Speaks Out On Mascot Controversies (news video)

SW read, analyze, discuss, and learn to MLA cite the #HeForShe multi-media sources: Emma Watson: ‘Gender equality is your issue too’ (speech video and transcript); Emma Watson interviews LinManuel Miranda for HeForShe Arts Week (interview)

Writer’s Workshop: Thesis Statements and Introductions — SW practice writing thesis statements and introduction paragraphs and draft an introduction and thesis statement of their own research papers.

SW find two additional sources for their specific research paper topics (computer lab).

SW complete a final outline of their research papers, incorporating their new sources. SW continue writing their research papers and have miniconferences with the teacher.

Guiding Question(s) What is the big idea for today’s lesson? What question should students be able to answer at the end of this lesson?

What is the difference between a news article, a scholarly, peerreviewed journal article, and multi-

What is the difference between a news article, a scholarly, peerreviewed journal article, and multi-media sources? What is the

How do you write a strong thesis statement? How do you decide what goes in your thesis statement? How do you write a strong introduction paragraph?

What question(s) about your topic are you trying to answer in your research paper? What sources do you need to help you answer those question(s)?

What is the danger of ignorance in social issues?

Student Data What (prior) knowledge of your students’ performance data,* interests, background, etc., are you using to inform your planning process? (*Data may range from district’s assessment data to teacher-created classroom data.)

Objective and Standards Objective and Standards should be carefully

formulated and clearly stated.

media sources? What is the #NotYourMascot movement about?

Why should you have a seat at the table?

#HeForShe movement about? Why should you have a seat at the table?

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

W.12.2: 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.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

EHC (Connecting Prior Knowledge)

Vocabulary practice

Vocabulary practice

Write a thesis statement for each of the following prompts.

None – Computer Lab

None – Move straight into vocabulary quiz

Lesson Launch (The Hook) How will your lesson start? How will you engage students’ interest in the lesson topic (e.g., show a video; ask a question related to students’ experiences; have students demonstrate something)? The lesson launch is not the same as the EHC.

What is #NotYourMascot?

What is #HeForShe?

What are thesis statements and why are they important?

None – Computer Lab

None – Move straight into vocabulary quiz

Lesson Outline should include Vocabulary Instruction.

Guided Practice (approximate time): In what ways will you introduce the lesson? How will you teach the skill?

How will you present the information? Vocabulary instruction is required each week.

When applicable, how will you incorporate vocabulary instruction in the lesson? How will your vocabulary instruction connect to reading comprehension? (I DO) In what ways will the Executives attempt to explain or do what you have outlined? How will you monitor and coach their performances? (WE DO) Independent Practice (approximate time): How will your different Executives attempt the objective on their own?

How will you gauge mastery? (THEY DO) Describe the flow of activities during the lesson. What will the teacher do?

What will the Executives do? And how will their activities be organized (small group, independent, pairs, etc.)? It should be clear from your description how you intend for the lesson to proceed. There should be enough detail for someone else to pick up your lesson plan and use it to teach your class.

EHC (10)

EHC (10)

*ROW Schedule*

Lesson Launch (5)

Lesson Launch (5)

EHC (5)

WE DO: Class will read, watch, and discuss the first source. During reading and discussion, SW annotate and take notes about what they want to use from the source in their own research papers. (15)

Lesson Launch (5)

WE DO: Class will read, watch, and discuss the first source. During reading and discussion, SW annotate and take notes about what they want to use from the source in their own research papers. (15) I DO: TW teach how to MLA cite multimedia sources. (10) WE DO: Class will watch and discuss the second source.

During reading and discussion, SW annotate and take notes about what they want to use from the source in their own research papers. (15) THEY DO: SW write MLA citations for second source. SW identify how they can use the sources in their research papers. (10) Closure (5)

I DO: TW review how to MLA cite multi-media sources. (10) WE DO: Class will watch and discuss the second source. During reading and discussion, SW annotate and take notes about what they want to use from the source in their own research papers. (15) THEY DO: SW write MLA citations for second source. SW identify how they can use the sources in their research papers. (10) Closure (5)

I DO: TW review the basics of a thesis statement and introduction paragraph. SW clarify how they are different for a research paper. (10) WE DO: Class will look at exemplars of good and bad thesis statements and introductions, identifying why they are good or bad.

(10) THEY DO: SW practice writing thesis statements based on argumentative research prompts. SW begin drafting versions of their own thesis statements for their research papers. (15) Closure (5)

SW find two sources (in addition to the teacherprovided sources up to this point) to use in their research papers. (50) SW create their Works Cited page for their research papers. (20)

THEY DO: SW take vocabulary quiz. (20) THEY DO: SW continue writing their research papers, incorporating this week’s sources. (50) *While students are writing, TW call individuals to meet for mini-conferences. During these mini-conferences, TW discuss with student his/her angle, focus, struggles, etc.

Differentiation How will you differentiate instruction for Executives at different levels? (e.g., small groups with different tasks; centers; different roles within a small group; using different forms of the same independent practice, etc.)

TW create predetermined, intentional, small groups (3 people to a group) and put desks in small circles.

Groups will be given a leader, a note-taker, and a speaker. The leader will be responsible for making sure the group is on task and continues to stay on topic; the note-taker will write what the group discusses and thinks; the speaker will share the group’s thoughts/ideas with the class. Discussions will scaffold from independent reading/reflection, to small group share, to whole group share.

TW create predetermined, intentional, small groups (3 people to a group) and put desks in small circles. Groups will be given a leader, a note-taker, and a speaker. The leader will be responsible for making sure the group is on task and continues to stay on topic; the note-taker will write what the group discusses and thinks; the speaker will share the group’s thoughts/ideas with the class. Discussions will scaffold from independent reading/reflection, to small group share, to whole group share.

There will be more independent practice for honors class and more class practice/exemplars for regular classes.

Additional teacher help as needed.

One-on-one miniconferences

Closure How will Executives publically summarize what they have learned today (e.g., quick survey using dry erase boards)? Closure is more than simply asking them what they learned or giving them another problem to solve that is similar to what they have already done. Ideally, closure engages ALL Executives (not just volunteers) in summarizing and processing what they learned in a public way (i.e., if they do an exit ticket, a few Executives should be asked to share what they wrote).

Manipulatives/Technology (optional)

Thinking about #NotYourMascot and the articles we read today, why should you have a seat at the table for this issue?

Thinking about #HeForShe and the articles we read today, why should you have a seat at the table for this issue?

SW share out thesis statements.

None

None

PPT, source videos

PPT, source videos

PPT

Computer lab, cell phones, personal laptops

*I allow students to listen to music when doing independent work/writing.

Cell phones, personal laptops

*I allow students to listen to music when doing independent work/writing.

Assessment For EACH of your guiding questions (or lesson objectives), how will you know whether ALL students have met this objective? Your assessment could be part of your closure (e.g., an exit ticket) or it could be separate from the closure. It can be formal or informal. However, constant or exclusive use of “Teacher Observation� as your assessment method is insufficient, as it is unlikely to provide adequate information on the progress of each student. Try to use alternative forms of assessment wherever possible.

(SUBMIT A COPY OF EXAM--NOT DAILY ASSESSMENT OF LEARNING--THE WEEK BEFORE ADMINISTRATION)

Closure reflection (written in notebooks)

Closure reflection (written in notebooks)

Writers Workshop #3 exit ticket

Works Cited page

Written research paper progress; TBD during miniconferences

Memphis Business Academy Charter Schools ELA Lesson Plan Format *BE SURE TO INCORPORATE ACADEMIC NORMS* Teacher: Roland Subject: English Date(s): April 25-29, 2016

Text/Passage Title: Student found research articles (news and academic journals) Complexity Band Level of Text: TBD Lexile or another quantitative level of text: TBD Text-Dependent Vocabulary: TBD Day of Week Student Data What (prior) knowledge of your students’ performance data,* interests, background, etc., are you using to inform your planning process? (*Data may range from district’s assessment data to teacher-created classroom data.)

Monday

Tuesday

Wednesday

Thursday

Friday

Q2-3 Pre- and PostAssessment Data, Q4 Pre-Assessment Data

Q2-3 Pre- and PostAssessment Data, Q4 Pre-Assessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Q2-3 Pre- and PostAssessment Data, Q4 PreAssessment Data

Culminating Tasks/TextDependent Questions/Key Vocabulary Writing Prompts and/or questions developed or generated to support using evidence from text to illustrate understandings, connections, and/or applications of concepts. TextDependent Questions should scaffold Culminating Tasks

SW continue independent research and begin writing their research papers (computer lab).

Writer’s Workshop: Conclusions — SW practice writing conclusion paragraphs and draft a conclusion of their own research papers.

SW find complete a rough draft of their research papers (computer lab).

SW peer-edit each other’s research paper drafts.

Guiding Question(s) What is the big idea for today’s lesson? What question should students be able to answer at the end of this lesson?

What question(s) about your topic are you trying to answer in your research paper? What sources do you need to help you answer those question(s)?

How do you write a strong conclusion paragraph?

What question(s) about your topic are you trying to answer in your research paper? What sources do you need to help you answer those question(s)?

Objective and Standards Objective and Standards should be carefully

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

RI.12.1: Cite strong and thorough textual evidence to support analysis of a text.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation,

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

Is the paper grammatically correct? What questions does the paper raise? What questions does it answer?

Can you identify the thesis?

What can make this paper better? Are the sources used and cited correctly?

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

formulated and clearly stated.

RI.12.2: Determine and analyze two or more central ideas of a text, and provide an objective summary of the text.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a

W.12.2: Develop and strengthen writing as needed by planning, revising, editing, rewriting,

question or solve a problem.

and spelling when writing.

W.12.2: 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.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

RI.12.7: Integrate and evaluate multiple sources of information presented in order to address a question or solve a problem.

or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.12.2: 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.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

L.12.1–2: Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling when writing.

EHC (Connecting Prior Knowledge)

None – Computer Lab

Write the MLA citations for the following sources.

None – Computer Lab

Identify these editing marks

Lesson Launch (The Hook) How will your lesson start? How will you engage students’ interest in the lesson topic (e.g., show a video; ask a question related to students’ experiences; have students demonstrate something)? The lesson launch is not the same as the EHC.

None – Computer Lab

Who feels good about writing conclusions?

None – Computer Lab

None – Move straight into peer-editing

Lesson Outline should include Vocabulary Instruction.

Guided Practice (approximate time): In what ways will you introduce the lesson? How will you teach the skill?

How will you present the information? Vocabulary instruction is required each week.

When applicable, how will you incorporate vocabulary instruction in the lesson? How will your vocabulary instruction connect to reading comprehension? (I DO) In what ways will the Executives attempt to explain or do what you have outlined? How will you monitor and coach their performances? (WE DO) Independent Practice (approximate time): How will your different Executives attempt the objective on their own?

How will you gauge mastery? (THEY DO) Describe the flow of activities during the lesson. What will the teacher do?

What will the Executives do? And how will their activities be organized (small group, independent, pairs, etc.)? It should be clear from your description how you intend for the lesson to proceed. There should be enough detail for someone else to pick up your lesson plan and use it to teach your class.

Differentiation How will you differentiate instruction for Executives at different levels? (e.g., small groups with different tasks; centers; different roles within a small group; using different forms of the same independent practice, etc.)

THEY DO: SW find the remaining sources needed to complete their research papers. SW begin writing their first draft of their papers.

(70) I DO: While students are working, TW meet with each student individually to answer any questions and discuss progress and direction.

*ROW Schedule* EHC (5)

THEY DO: SW finish a first draft of their research papers.

(70)

Lesson Launch (5) I DO: TW review the basics of a conclusion paragraph.

(10) WE DO: Class will look at exemplars of good and bad conclusions, identifying why they are good or bad. (10)

EHC (10) WE DO: SW be broken into small groups to peer-edit research paper drafts. SW check for grammar, spelling, punctuation, citations, and content. SW engage in small group discussion to help make each other’s papers better. (70)

THEY DO: SW draft conclusions for their research papers. (15) Closure (5)

Additional teacher help as needed + one-on-one mini-conferences

There will be more independent practice for honors class and more class practice/exemplars for regular classes.

Additional teacher help as needed.

Additional teacher help as needed.

Closure How will Executives publically summarize what they have learned today (e.g., quick survey using dry erase boards)? Closure is more than simply asking them what they learned or giving them another problem to solve that is similar to what they have already done. Ideally, closure engages ALL Executives (not just volunteers) in summarizing and processing what they learned in a public way (i.e., if they do an exit ticket, a few Executives should be asked to share what they wrote).

Manipulatives/Technology (optional)

None

Teacher questioning

None

Student share-outs of helpful edits/suggestions

Computer lab, cell phones, personal laptops

*I allow students to listen to music when doing independent work/writing.

PPT

None

Assessment For EACH of your guiding questions (or lesson objectives), how will you know whether ALL students have met this objective? Your assessment could be part of your closure (e.g., an exit ticket) or it could be separate from the closure. It can be formal or informal. However, constant or exclusive use of “Teacher Observation� as your assessment method is insufficient, as it is unlikely to provide adequate information on the progress of each student. Try to use alternative forms of assessment wherever possible.

(SUBMIT A COPY OF EXAM--NOT DAILY ASSESSMENT OF LEARNING--THE WEEK BEFORE ADMINISTRATION)

Written research paper progress

Conclusion drafts (written in notebooks)

Computer lab, cell phones, personal laptops

*I allow students to listen to music when doing independent work/writing.

Research paper rough draft

Edited rough drafts