0 valutazioniIl 0% ha trovato utile questo documento (0 voti)
251 visualizzazioni2 pagine
The lesson plan outlines an activity where students will read an article about school dress codes and annotate the text using a bookmark guide to note main ideas, questions, and connections while having an imaginary conversation with the text; the teacher will model annotation, students will annotate independently and in pairs, and then volunteers will share their discussions to wrap up the lesson.
The lesson plan outlines an activity where students will read an article about school dress codes and annotate the text using a bookmark guide to note main ideas, questions, and connections while having an imaginary conversation with the text; the teacher will model annotation, students will annotate independently and in pairs, and then volunteers will share their discussions to wrap up the lesson.
The lesson plan outlines an activity where students will read an article about school dress codes and annotate the text using a bookmark guide to note main ideas, questions, and connections while having an imaginary conversation with the text; the teacher will model annotation, students will annotate independently and in pairs, and then volunteers will share their discussions to wrap up the lesson.
Subject: Literacy (Academic Skills) Activity: Text Annotation Setting: Special Education Resource Room (912th grade) # of Students: 12
Statement of Objective: Students will be able to analyze text, and add written Accommodations
*Observable/Measurable (A,B,C,D) annotations *GLCE/IEP Materials: Overhead projector/smart board *Prepared and organized Copy of article for each student: “If dress code doesn’t suit *Available for all teens, school district will” Copy of the “talking to text” bookmark for each student Opening: Warm up: I will tell students to take out their February folders We will *Gain attention/motivate and turn to todays warm up. Ask a student to read warm up discuss the *Activate prior knowledge ~link/relate; assess; prepare for new aloud: “ What is the best thing you’ve done just because you warmup and learning (e.g. vocabulary) were told you can’t? How did it feel? Provide examples talk about *State goals/set purpose below.” Students will be given about 5 minutes to complete examples if ~explain task: why, what, how, and when their warm up. students are for strategies *Clear directions stuck. Word of the Day Activity Word: whim We will talk about what the word means. Some students Examples and nonexamples. “What are some things you are allowed to sometimes do on a whim?” write warm ups on chrome Tell students that we will be practicing a strategy called text books. annotation. Most of you have done this in this class already but we are going to review. Ask a student to explain to class.
Presentation: I will introduce “talking to text” bookmark and explain what the Teacher: different symbols mean *Variety of learning (T/S, S/S, S/T) *Organizational framework Next, I will model an example of talking to the text on the smart ~construct, clarify, and link concepts in a board. I will have a paragraph written and have the students meaningful context help me annotate it. (As I jot down info I will share my *Present visually, verbally, kinesthetically, thinking aloud: this part reminds me of… or Wow, I never knew real world (e.g. LESH) *Model and think aloud to make visible that…Or I wonder where the author got these facts…) ~language practices/processes As you read this article, I want you to do what I’ve just ~learning strategies and adaptations (how, demonstrated: First underline major points, key words, and when and why) vocabulary. Circle words or phrases that are confusing. Mark ~organization, relationships, and clues *Transfer of control text that raise questions… etc. (Information is on book marks ~students explain, justify, clarify, etc. that is passed out to students) *Clear directions The goal of this assignment is to explain your thoughts, *Check for understanding opinions, or questions. Try to imagine that you are having a ~appropriate feedback: praise, prompt probe/question (in ZPD) conversation with the text inside of your head. Your notes are ~assess/error drill your side of the conversation. ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc. Guided Practice: We will read the article together as a class We will stop *Activity related to presentation/objectives After we are done reading the article I will give students time as after each *Active student participation needed to finish their annotations (it will be made clear that they paragraph to ~provide rationale for assignment need at least five). allow students ~multisensory and real world ~instructional dialogue Get with your partner and have a quick discussion of this article. chance to *Transfer of control Compare what you’ve annotated and your thoughts connected to annotate. ~students explain, justify, clarify, think those marks. Also, be sure to discuss and answer any questions aloud you posed. *Check for understanding ~ensure high success rate ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise Closing: We will discuss the article as a whole class *Adequate time Volunteer pairs will be invited to read aloud and discuss the *Students summarize content and accomplishments annotations that produced particularly interesting conversation *Assess/identify new goals *Link to future learning