Lesson Plans for 8/20/12 – 8/24/12
DLT: I can describe guidelines for collegial discussion
Target vocabulary:collaboration, collegial discussion, active/passive participation
Activity:All classes will collaborate on the Lost at Sea Survival Game. Individually, students will rank 5 items to take with them in a life boat, then students will gather in groups to come to a consensus about which 5 items the group will take. At the end of the activity (time 10 minutes), we will come back as a class and discuss what each group decided. Reinforce collaboration. Introduce collegiality by discussing how members worked together, how they participated, etc., eliciting the ideas of active/passive participation, collegiality (hint: remember “equal” and “eg” in collegiality) vs. dominance, consensus.
Formative Assessment:Exit slip 1. What behaviors might a passive learner exhibit?
2. How does a student show active learning?
Pre-test from EOC
DLT:1. I can identify a protagonist and antagonist in a literary text. 2. I can apply active participation strategies, such as taking Cornell Notes.
Target vocabulary:protagonist, antagonist
Activity:Introduce Cornell Notes. Students will set up their own papers for note taking. We will begin by reviewing the previous target vocabulary and taking notes on what they mean, examples from class, etc. Introduce the terms protagonist and antagonist on their note sheet. Read “The Follower” by Jack Gantos. Identify the protagonist and antagonist in the story, noting them on their Cornell Notes. Time permitting, Disney Characters activity.Sort characters according to protagonist and antagonist.
Formative Assessment:character sort or Cornell Notes, depending on time
DLT: I can define and identify the aspects of text’s structure (6 elements of plot).
Target vocabulary:plot, exposition, narrative hook, rising action, climax (technical/exciting climax, and epiphany come later), falling action, resolution/denouement
Activity:Review Plot Diagram Power point, reinforce with Cornell Notes and drawing the plot diagram in their Cornell Notes. Re-read “The Follower,” and have students draw the events on the plot diagram. Will discuss how the hook actually comes first in the story. The climax is not very exciting: Mom grounds boy. Finish for homework.
Formative Assessment:drawings of “The Follower” plot diagram
Learning Target: CCS SL1: I can express my own ideas clearly, persuasively, and tactfully to a group of my peers.
Instructional Activity: Writing Prompt: Write a short story about this picture. Your story has to have a protagonist, antagonist, plot, and must contain references to activity, passivity, collegiality, and collaboration.
Formative Assessment: WFA 1