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Teacher: Tara Michael

Room/Grade: 8C
Week Of: March 16-20
Unit: Writing Across Curriculum
Topic: Writing Skills to a Prompt
Wednesday, March 18, 2015
Standard(s) (Which state standards will this lesson address?)
Common Core: Reading Analyze how text makes connections among & distinctions between individuals, ideas, or events
(through comparisons, analogies or categories).
Common Core: Writing: Write informative/explanatory texts to examine a topic & convey ideas, concepts necessary through
the selection, organization & analysis of relevant concept.
Common Core: Listening & Speaking: Engage effectively in a range of collaborative discussion (one-on-one, in groups &
teacher-led) with diverse partners on topics, texts & issues, building on others ideas & expressing their own clearly.
Objective/Learning Target (What should students know and do as a result of this lesson?)
TSWBAT apply and synthesize skills to respond to an open-ended math question.

Essential Questions (What are the key questions that

Materials (What materials will I need to prepare prior to this

students should be able to answer by the end of this lesson?)


What are some strategies you use to answer a writing prompt?

lesson?)
Notebook paper, writing utensils

Opening (How will I engage students in learning? How will you connect the lesson to their prior knowledge? ex. Do Now, Hook,
Discussion/Reflection Question)
Introduction: Students will complete PSSA

multiply choice questions as a Do Now

Lesson Presentation and Student Activity (How will I include appropriate components of Gradual Release?)
Agenda:
1. Discussion of last weeks prompt: Finding x and y intercepts
2. Quick review of concept that will be tested in Open-Ended (Functions #7 pg 291)
3. Students will complete open-ended prompt individually
4. If spare time: students will do algebra brain-teasers

Differentiated Instructional Strategies (How will I meet the needs of each student? Content, Process, Product)
-Repeated practice
-for student with visual impairment: enlarged worksheet, teacher check in
-I do, We do, You do
- strategy displayed on chart paper as students work
-student with hearing impairment: double check for understanding, preferential seating
-small group practice
- ESL student-peer will translate, vocabulary will be in English and Spanish
-peer helpers
Questions (How will I scaffold my questions in a way that moves students towards the new learning? Varied, Sequenced,
Purposeful/Coherent)
-utilizing real-world application
-Show and Tell
-Think Aloud
Closure (How will I assist students in reflecting
Assessment
Formative: (How will I monitor student progress throughout the
upon what they learned today? What homework will
lesson?)
be assigned to help students practice, prepare, or
Circulation, assistance as needed
elaborate on a concept or skill?)
Thumbs up/ down on todays activities. Any
Mastery Assessment: (How will I know that my students have
feedback?
mastered the objective)
Review of Open-Ended Prompt

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