D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

Name: Yekaterina Loseva

Subject/Time:7 Grade Literacy PM (1:05-3:05)

th

Date:10/11/2012

Common Core Standard: M.RI.j using supporting evidence to summarize central ideas, draw inferences, or

analyze connections within or across texts (e.g., events, people, ideas) 7.RI-1, 2, 3, 9 8.RI-1, 2, 3, 9 Objective: SWBAT: Locating text evidence for an inference made
Mini-lesson/Vocabulary Lesson plan Materials Necessary
Do Now

What is the Teacher Doing?

What are the Students Doing?

Accommodations Modifications Anticipations

Vary Voice Go Up/Down with pitch and remember to circulate Do Now will reassess from yesterdays lesson. Make sure the students start the Do Now as soon as they walk in state expectations before they walk in to save time. Narrate frequent fliers. Demond, Jerryon, Octavia, and Jeresa

Time

Do Now (aligned to lesson objective) or assessment:

1:05-1:10 5 Minutes

Offshore drilling is a method to increase oil production. Drilling rigs are installed, operated, and serviced on an offshore platform in water up to several hundred meters deep; the platform either floats or has legs planted on the ocean floor. Offshore drilling has made possible the development of a significant additional reserve of petroleum. Which of the following can the reader infer from the passage above? A. B. C. Offshore drilling has decreased oil production. Offshore drilling has increased the price of oil. Offshore drilling requires a significant operating effort. Offshore drilling is very common in the Great Lakes.

D.

Answer: C

Students will activate their thinking by answering the following question at a level 0: If students finish the Do Now early they will read their independent reading books at a level 0. State Lesson Objective/Hook/Connection For the past couple of days we have Remind teacher why it is been polishing our skills on important to separate separating our background knowledge background knowledge from from text evidence and today we are text evidence to make an going to use our inference skills to inference. infer the main idea of a text.

Focus on Positive Framing throughout the lesson.

Use Clipboard Notes from yesterdays lesson to focus in on people that are struggling. Refer to the 26% students got on their exit tickets yesterday and emphasize that todays lesson is very important in raising our Exit Ticket score. Anticipate them mentioning something about new partners let them know that are transitions are still at 35 sec. and if they want new partners they need to get their

1:10-1:11 1 Minute

D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

transition time to 18 seconds. TPS List/Timer Inference Anchor Chart for Reference Article A Pet Iguana? I Do)/Teach: Check for Understanding: Teacher will pair students according Transitioning at Level 0 to the to their mixed reading levels. meeting area. Teacher will transition students to meeting area at level 0. Teacher will read all the 1s and all the 2s once students have transitioned to the meeting area. Teacher will pass out the story entitled A Pet Iguana? Passing out the story on Navajo Code Talkers. Thinking about what text evidence is helping them infer the main idea of each paragraph. Highlighting key text evidence. To save time may need to consider giving them the article before transition. Narrate as students are transitioning to the meeting area focus on frequent flyers to offer positive reinforcement. 1:11-1:30 15 Minutes Transition 1 Minute Read Aloud First Paragraph 2 Minutes TPS 1 Minute

Teacher will narrate brain expectation before students are reading the article. While I am reading I need you to really think about inferences and backup those inferences with text evidence from the story. Teacher will begin to read the article and will pause after the first paragraph and model what text evidence is leading her to infer the main idea.

Second Paragraph 2 Minutes TPS 1 Minute 7 Minutes to Finish Article and TPS

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: Teacher will read the third paragraph Students are thinking and and have students TPS text evidence sharing out to their partners they are making and what text what text evidence helped evidence is helping to back up that them to infer the main idea. inference. 1s will have 10 seconds to tell 2s what text evidence helped them infer the main idea of the paragraph. 2s will share out on what 1s said. During the TPS Teacher will circulate and check off understanding. Teacher will model again for the third paragraph. Students will need to find the text evidence. Students will be asked to WPS on the last two paragraphs looking for inferences and text evidence. Teacher will explicitly model the format of students thoughts during the WPS this is my inference because my text evidence states

Limit the sharing out only to 2 people to save time and focus on the people who are struggling for either the share or as adding on to what someone says. Focus on time depending on how fast you get through TPS you may need to just call on 1 share out. Focus on Extensions during the share out.

D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

2s will have 10 seconds to tell 1s what text evidence helped them infer the main idea of the paragraph. Conference Binder You Do /Link: Check for Understanding: When you go back to your desks and Reading independently and begin your independent reading I want posting the text evidence from you to really look at your independent their books that are helping reading books and see if you can find them infer. passage in which text evidence helps you infer the main idea. Exit Ticket: The town of Madisonville, Texas was hit by a strong storm in late July. Most of the city lost power for several hours, and damage was severe in parts of the city. The Lakeside Cafe, famous for its misspelled sign saying, Chicken-Fried Stake, lost its roof in the storm. Amazingly, no employees or customers were injured. John Paxton, who was eating in the restaurant at the time, said, They told us there was no way to know if it was a tornado or not. Well, Ive never seen this kind of damage from anything but a tornado. Fallen limbs and downed power lines were also common problems across the city, blocking passage down dozens of streets. Crews worked for days without pause to restore power and to cut and haul away large limbs. With many businesses closed until power could be restored, hundreds of local residents found themselves stuck at home without electricity and therefore without air conditioning. Local woman Sally H. was sitting on her front porch, fanning herself with a shoe catalog. Its hot, she said. Normally, I would enjoy a day off of work, but this isnt a normal day off. The hospital was able to stay open and powered by electricity generators. Furman Simms, working the front desk, said it seemed almost like a normal day. We saw more people today than usual, he explained, but it wasnt bad. We never ran out of beds. I expected it to be a lot busier. Which sentence from the story supports the idea that there were not many injuries from the storm? A. B. " 'We saw more people today than usual.' " " 'We never ran out of beds.' " During IR make sure to give frequent fliers their goals for the day. Jerryon Demond 1:30-2:05 IR/Confere nces 35 Minutes 2:10-2:15 Exit Slip

Between conferences check in with people who you circled on the Clipboard that were still struggling.

D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

C. D.

"Most of the city lost power for several hours." "The hospital was able to stay open."

Answer: B

Closing/Preview for next lesson/Share: Students will share out any examples from their text in which text evidence helped them to infer. TPS List for After Read 180 Vocabulary Synonym Web Notebook Modeling the Synonym Map Thesaurus Sharing out the text evidence that helped them to infer the main idea.

Teacher will introduce the Synonym Web to students and model how the Web should look like. (2 Minutes) Teacher will give students one synonym and ask student to take 1 minute to add as many synonyms as they can. (3 Minutes) Students will TPS with their partners and share words. (3 Minutes) Teacher will then pass out Thesauruss and have students add on to their Web. (3 Minutes) Students will then share out and both Teacher and Student will work on a definition for the word. (3 Minutes)

Circulate and make sure to check people off on the Clipboard as they are sharing out. Consider that it may take them a few minutes to come up with a synonym. Introduce the Thesaurus earlier if you notice that students are having a difficult time filling out the web.

2:05-2:10 5 Minutes

2:15-2:30 15 Minutes

Circulate for help and clarification. Extend using Can you give me an example. Circulate throughout the lesson with the Clipboard and check for understating. Focus on Lonnie and Keith to make sure that they can scaffold their thinking also let them know beforehand that you will call on them since they seem like they need some think time. TPS might generate a lot of discussion try to limit the sharing out to just three people at the most so that you can get through all the codes. 3:05-3:10 5 Minutes

Document C and D in Hammurabis Code Additional Laws from Hammurabis Code that are not in the packet. Clipboard

DBQ Lesson For the past two weeks we have been talking about Hammurabis Code and analyzing if Hammurabi was a just or unjust ruler. Today we will be actually analyzing Hammurabis Code and thinking if his laws are just or unjust. (5 Minutes) Introduce Document C and D read the first law to the students. Have students take 20 seconds to TPS if they think Law 1 is just or unjust and why. 1s will have 10 seconds to listen and share out on what the 2s said. (10 Minutes) Students will continue to TPS after every Law that the teacher reads. Students will then be asked to pick a law that they agree with and disagree with and WPS based on if the law is just or unjust. (5 Minutes) Students will then fill out the document analysis. (10 Minutes)

2:30-3:05 35 Minutes Shared Reading

Exit Ticket (aligned to lesson objective) or assessment: Based on Document C and D do you believe that Hammurabis Code was just or not just?

D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )