English/Language Arts Lesson Plan Template

Lesson Topic/Focus: How Do I Make Evidence-Based Claims?

Big Idea – Close Reading

Date and estimated duration of lesson:

KCAS Standard and Strand (include #) / Learning Targets
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. / * define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, assonance, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean).
* recognize the difference between denotative meanings (all words have a dictionary definition) and connotative meanings (some words carry feeling).
* analyze why authors use rhyme and repetition of sounds (alliteration and assonance) to impact the reader and draw him/her to a particular section of the text.
* explain why authors choose different points of view in a text (first person, second person, third person omniscient).
* contrast different points of view of different characters or narrators in a text.
* analyze how the author develops points of view of characters and narrators by revealing thoughts, feelings, actions, and spoken words.

Essential Question(s):

Big Idea – How Do I Make Evidence-Based Claims?

Instructional Activities (sample): Plan strategies and activities that are equitable and reflect effective practices

Strategies (check all that apply) MODIFICATIONS/IEP’s

X / Modeling / X / Shared reading
Demonstration / X / Interactive read aloud
X / Think aloud / X / Shared writing
X / Think-Pair-Share / X / Interactive writing
Word recognition strategies / X / Anchor charts
Comprehension strategies
X / Setting objectives and providing feedback / X / Cooperative learning
Reinforcing effort & providing recognition / Generating and testing hypotheses
X / Questions, cues and advanced organizers / Identifying similarities and differences
Homework and practice / x / Summarizing and note taking
Non-linguistic representations / Other

Procedures

Focus: Choose from the following text selections to compare a written text to a filmed version; analyze how an author develops and contrast the different points of view of characters in the text.
Main Text:
 “Rikki-Tikki-Tavi” short story by Rudyard Kipling, pp. 121-137.
Close Reading Lesson:
 “Mongoose on the Loose” (informational article)(“Mongoose on the Loose” link to the full version article (pages must be adjusted to match the close reading lesson)
Related Texts and Media Resources:
 Rikki Tikki Tavi Part 1 of 3 - YouTube;
 Rikki Tikki Tavi Part 2 of 3 - YouTube;
 Rikki Tikki Tavi Part 3 of 3 - YouTube
 "The Dinner Party" by Mona Gardner
 “Primal Compassion” by Charles Hirshberg and Robert Allision, pp. 138-141
 Mongoose Attacking an Asian Cobra - YouTube
 Rudyard.html Rudyard Kipling Biography
Evaluation/Assessment (Formative, Summative)
Pre-Assessment / Open Response
X / Anecdotal Records / On-Demand
Checklist / Writing Portfolio Tasks
Multiple Choice / Quiz/Test
Open-Ended / X / Self-Assessment/Reflection
Questioning Techniques / Other
Notes:

Assessment- Formative and Summative

Formative Assessment –
Reading and Writing Journals, Exit Slips, Observation
During independent reading time, conduct one-on-one conferences with students to monitor and provide feedback on Student-Developed Reading Plans.
Teachers will…
- analyze the results of formative and summative assessments to determine next steps in content instruction and conference with students to provide feedback on their progress.
-collaborate with teachers in all content areas to conduct regular Literacy Reviews of students’ reading and writing growth.
- conduct one-on-one reading conferences to monitor student growth/accountability with the focus on self-selected independent reading.
- provide feedback (written and oral) on strengths and areas of growth in reading, writing, language, and speaking and listening.

Additional Notes/Attachments (connections to other standards, interdisciplinary connections, differentiated considerations, special emphasis)

Focus: Choose from the following text selections to compare paired texts and media presentations; Analyze how two or more authors write about the same topic.
Main Text:
 “After Twenty Years” (short story) by O. Henry, pp. 357-360. After Twenty Years by O Henry (printable version of the text)
 Hearts and Hands by O Henry (printable version of the text. Compare this O. Henry story to “After Twenty Years.”)
Close Reading Lesson
 “The Treasure of Lemon Brown” (Link to short story PDF) by Walter Dean Myer
Related Texts and Media:
 After Twenty Years (audio presentation of the story)
 After Twenty Years - YouTube (Use this video before reading the story.)
 “Reading Informational Texts” (informational/explanatory) by Sheri Henderson, pp. 880-881
 “Reading for Information” (article) by Kylene Beers, p. 882
“From Page to Film” (informational article by Kathryn R. Hoffman, pp. 883-887
 Books in the Movies - BookSpot Feature article
 The ‘Hunger Games’ Books Become a Movie Franchise NY Times article
Poems
 “The Ant and the Grasshopper” (told in prose and then in verse) p. 310
 maggie and milly and molly and may by EE Cummings (printable copy)
 maggie and milly and molly and may - YouTube

Lesson Reflections and Questions

Questions and reflections that the teacher and students identify as they explore the unit/lesson. After delivering your unit/lesson, reflect on it success.

·  What evidence/data demonstrates that students met learning targets and objectives?

·  In what areas did students exceed goals and objectives?

·  What might you do differently next time?

Friday Reflections …….