Halifax County Schools Lesson Plan Format Secondary School

Teacher Name 7th Grade ELA Teachers Date(s): November 24-25, 2014 Lesson Title Introduction to Accepting Responsibility/Determining Strengths and Weaknesses (Week 14) Curriculum Area English Language Arts (READY BOOK)pp. 19-26 Grade Level 7th School-based Initiatives AVID______WICR__X______Schoolnet_____X____ ClassScape______Curriculum Standard(s) 7.RI.1, 7L.4,7.W.4 from Common Core & Essential Skills: Cite several pieces of textual evidence to support analysis of what the text says Standards explicitly as well as inferences drawn from the text, use context as a clue to the meaning of a word or phrase, produce clear and coherent writing Do Now: Informational Text related to theme, Language mini-lesson Technology Objective(s): 7.SI.1.3: Evaluate resources for point of view, bias, values, or intent of information. from Common Core & Essential Resources: Smartboards, Educational Websites, Nooks, Laptops Standards Essential Question(s): o Why do we use excuses? What question should students be able to answer at the end of o When you use a responsible statement, who is in control? the lesson? Learning Target(s): The What-  I can use strategies effectively to cite textual evidence. What students are to know or be  I can identify and apply inferences before, during, and after reading. able to do. Students need to be  I can use context as a clue to the meaning of a word or phrase to produce clear and able to articulate the learning coherent writing. target themselves & to others. Higher Order Thinking (Revised DOK 1: Can you infer why people make excuses? DOK 2: Can you explain how another Bloom’s & DOK) person’s actions affected you? DOK 3: What would happen if you used irresponsible Connection/Extension statements? DOK 4: Write a thesis, drawing conclusions from multiple sources on responsibility. Lesson Summary: Describe the Lesson Text: Citing Evidence to Make Inferences strategies and the activities you Strategies: annotating, chunking, RUNNERS, RICA strategies, writing, vocabulary, varied will use to teach new information graphic organizers, unpacking m/c questions, citing textual evidence, text-based questions, to students. CLVG, Cornell Note-taking Academic/Content Vocabulary Inference, text evidence, background knowledge, blame, assumptions, excuses, denial, reward, appeal, control, society

Differentiation: How will you o Students will analyze the picture on page 19: The Competitive Sport by circling the differentiate instruction to meet details in the picture that support an inference about the runner’s feelings. Then the needs of all students? complete the following chart. Text Evidence + Background =Inference Knowledge  All of the runners  To love a sport The runner is just happy are para-athletes means to enjoy it that he is able to compete. and amputees  Athletes must For him, competing in this  This runner is in last practice and work event is more important place. hard to compete in than winning.  This runner says “I sports love this sport!”  Students will read the article The Flu Game by Maureen McBride on pages 20 and 21.  Students will find textual evidence to support their ideas for the question what is Michael Jordan’s attitude toward competition?  Students will complete a diagram independently to mirror the prior example.  Students and teachers will read and model the second text: Race to Reach the South Pole: Scott vs. Amundsen by Alarik Fjelstad. Students will read by annotating text and highlighting or circling key details to support multiple choice questions and text-based questions within the margins of the text.  Students will watch a video of President Barak Obama and complete a CLVG. http://www.history.com/topics/us-presidents/barack-obama/videos  Students will engage in a Socratic seminar following video. Focus questions on How President Obama becomes the first African American president.  Students will write personal response letters to the President of the United States.  Students will connect with text by imagining themselves as the next President of the United States.  Flexible grouping will be used to design additional topic related activities.

Closure: What type of formative 3-2-1 Summarizer Using QAR assessment will be used to Provide 3 Right there questions for students to answer: How many? Who is? Where did? determine level of mastery by all Provide 2 Think and Search questions for students to answer: What is the main idea of the students? selection? Why do you think? What examples can you find of…? Compare and contrast…. Provide 1 Author and Me or On My Own questions for the students to answer: The author implies….. The speaker’s attitude is….In your opinion….Describe a time when you…..10 question assessment on skill from Schoolnet Lesson Reflection: What went Teacher will reflect upon what went well and what changes need to be made after assessing well? student mastery. What would you do differently? Resources and Materials READY Book What resources and materials are http://www.history.com/topics/us-presidents/barack-obama/videos needed to teach this lesson? Student writing samples Re-teaching and Enrichment Students will complete activities from Scholastic magazine at this website. Activities http://www.scholastic.com/teachers/article/teaching-resources-barack-obama How would you extend students’ understanding of the lesson Vocabulary Frames, Word-splash, Vocabulary Cartoons, Vocabulary Anchors, Frayer Model, concepts through another activity Graffiti Vocabulary, Making Meaning or lesson? Modifications Follow: IEPs, PEPs, 504s Are there any students for whom you need to make modifications?

Adapted from North Carolina Teacher Academy