Lesson Plans: Class/Subject:8thENGDates: Aug 15-19Teacher: B. Isbell

Overview & Purpose

Students will be able to:
Actively participate in purposeful discussions of the selected texts in both small group and whole class settings.
Determine or clarify the meaning of unknown and multiple meaning words or phrases. /

Education Standards Addressed

ALCOS: 1, 2, 10, 11, 12, 24, 36, 37, 38, 39, 40
CCRS: RL.8.1, 8.2, RI.8.1, 8.2, 8.3, W.8.5; L.8.1, 8.2, 8.3, 8.4, 8.5
Monday / Tuesday / Wednesday / Thursday / Friday
Bellringer / yes no / yes no / yes no / yes no / yes no
Lecture / yes no
Topic: / yes no
Topic: / yes no
Topic: / yes no
Topic: / yes no
Topic:
Reading / "The Road Not Taken" / "The Road Not Taken" / "The Cutting of My Long Hair" / "The Cutting of My Long Hair"
Assessment / Vocabulary Test
Activity/Groupwork/Lab/
Application / LTF lesson Identifying and Writing Infinitive Phrases. / Using the annotation chart, students perform a close reading of “The Road Not Taken” by Robert Frost and write a paragraph analyzing the theme of the poem. The first-through-third readings easily lend themselves to the I do, we do, you do format in about an hour. However, the fourth reading and paragraph will need to be modeled and discussed thoroughly with the students. / "The Road Not Taken" cont / Students complete the LTF lesson Levels of Questioning: “The Cutting of My Long Hair.” / "…Long Hair" cont
Other:
Homework
Tier 1 Interventions / Check if applicable
Circulate among students and observe and question as they are working
Make eye contact with students before giving directions and have students repeat directions
Provide clearly written directions and instruction in a step by step manner with illustrations and use as few words as possible
Teach social and behavioral skills through teacher modeling and repeated opportunities for practice
Provided a predictable, organized classroom where expectations are stable
Identify precisely the behavior expected for specific locations (hallways, cafeteria, library, assembly)
Write instructions on the board as well as say them aloud
Differentiate instruction by using all levels of Blooms Taxonomy to ask questions and plan learning activities
Use reading partners or skilled peers to provide academic support
Use multiple and flexible grouping opportunities for students
Break assignments into smaller chunks to give students opportunities to respond frequently
Use visuals, charts, and models for concept reinforcement
Use graphic organizers to focus attention on key elements, concepts, or ideas
Provide opportunities for students to respond in a variety of ways (questions, dry erase boards, thumbs up, partner share, graphic organizers)
Use frequent monitoring to assess the progress and non progress made by students so instruction can be adjusted in a timely manner
Other: Please explain
Other: Please explain
Tier 2 Interventions / Check if applicable
Build frequent opportunities for movement during instruction to address needs of students who are kinesthetic learners
Provide clearly written directions and instructions in a step by step manners with illustrations and use as few words as possible
Differentiate instruction by using all levels of Bloom’s Taxonomy to ask questions and plan learning activities
Use reading partners and skilled peer or adult mentors to provide academic support
Provided varied texts and supplementary material at different levels of reading difficulty
Use multiple, flexible grouping opportunities for students
Use direct, systematic instruction delivered by the classroom teacher or another skilled adult
Increase the amount of practice opportunities using multiple modalities
Increase opportunities for students to respond in a variety to ways (Questions, dry erase boards, thumb up, partner share, graphic organizers)
Explain clearly each academic task and specific criteria needed to successfully complete the task
Reinforce memorization of steps using repetition in variety of context where memory is requires (oral, written, act it out)
Other: Please explain
Other: Please explain
Other: Please explain
Other: Please explain
Other: Please explain
Other: Please explain