Place Sticky Notes from Chapter 2 S Close Reading on the Easel When You Enter the Class

Place Sticky Notes from Chapter 2 S Close Reading on the Easel When You Enter the Class

Daily Lesson Plan Template
Day & Date: / Monday 8/17
Standard: / ELACC11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Essential Question:
Learning Goal: / How does setting of a story affect a character’s development?
Activating Strategy:
LessonOpener: /
  1. Place sticky notes from Chapter 2’s close reading on the easel when you enter the class.
  2. If all close reading components (questions, statements, relate and summary) are correct on sticky note, students will receive my initials and full credit. If you receive a note with further instructions by teacher, students will need to correct and resubmit for full credit. After third set of sticky notes, students will be expected to have all components correct the first time. If not, students will receive a fraction on their sticky note with the percentage of their grade.
  3. Students will have 10 minutes each class time as activator to submit their work for full credit. Late submissions will be penalized.
  4. In teams, discuss how the setting of the story has affected the characters’ actions and behavior at this point in the story.

Teaching Strategies: Procedures/Technology/
Performance Tasks: /
  1. Teacher led class discussion over Chapter 2, reviewing questions and vocabulary from last night’s reading.
  2. Complete setting textual evidence from last class meeting.
  3. Work on Pattern Charts in iBrainstorm. Identify one personality and one physical quality for Character 1: Ralph and Character 2: Jack. Find textual evidence with chapter and page number.
  4. Close read Chapter 3 for next class meeting. On the sticky note, create and write two questions (vocabulary that you don’t know meaning, unclear area in the book, clarification of an action or decision made by a character, etc), two statements or quotes that are important in this section, one personal relate and a two sentence plot summary.

Summarizing Strategy: Closing Activity: / In teams, answer the EQ and post your response to Todays Meet
Assessment/Evaluation: / Sticky notes of close reading, iBrainstorm Pattern Chart, TPS, Todays Meet
Materials Needed: / iPads, OLC, Todays Meet, Metamoji
Daily Lesson Plan Template
Day & Date: / Tuesday 8/18
Standard: / ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Essential Question:
Learning Goal: / What sequence of events have helped shape the characters of Ralph, Jack and Piggy at this point in the story?
TSW understand how plot and action helps shape characterization.
Activating Strategy:
LessonOpener: /
  1. Place sticky notes from Chapter 3’s close reading on the easel in the front of the classroom.
  2. If all close reading components (questions, statements, relate and summary) are correct on sticky note, students will receive my initials and full credit. If you receive a note with further instructions by teacher, students will need to correct and resubmit for full credit. After third set of sticky notes, students will be expected to have all components correct the first time. If not, students will receive a fraction on their sticky note with the percentage of their grade.
  3. Students will have 10 minutes each class time as activator to submit their work for full credit. Late submissions will be penalized.
  4. As a team describe how the other boys view Piggy. Your response needs to be at least two sentences and have textual evidence. Post your answer to Todays Meet

Teaching Strategies: Procedures/Technology/
Performance Tasks: /
  1. Allow teams to share their posts from Todays Meet.
  2. Teacher led class discussion over Chapter 3.
  3. Finish characterization of Character 1: Ralph and Character 2: Jack in iBrainstorm Pattern Chart.
  4. Identify one personality and physical quality for Character 3: Piggy. Use textual evidence as before.

Summarizing Strategy: Closing Activity: / In teams answer the EQ and complete a Think, Pair, Share Chart. Upload chart to Showbie Make sure everyone on the team receives a copy of a completed chart.
Assessment/Evaluation: / TPS charts, Todays Meet, close reading notes, Showbie
Materials Needed: / iPads, OLC, Todays Meet
Day & Date: / Wednesday, Aug. 19
Standard: / ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Essential Question:
Learning Goal: / What dominant personality characteristics are emerging in the main characters of the story?
TSW notice dominant personality characteristics for the main characters
Activating Strategy:
LessonOpener: /
  1. Watch the YouTube video of The Simpson’s episode “Das Bus.” This is a parody of The Lord of the Flies.
  2. As a team, complete a 3-2-1 activity. Determine three similarities between the cartoon and the book, two differences and make one prediction what will happen next in the cartoon episode. Show teacher your response.

Teaching Strategies: Procedures/Technology/
Performance Tasks: /
  1. Imagine you are Simon, one of the boys in the story. Describe what emotions and thoughts you are having at this moment in the story, when you leave the boys to go exploring on your own. Explain your decision to leave the group and whatever feelings you have.
  2. Create a tweet of at least 150 characters including spaces with a hashtag that describes this. The most creative hashtags will earn extra points on upcoming quizzes. Write the tweet using Twitter or a Popplet. Show or email teacher.
  3. Close read Chapter 4 for next class meeting. On the sticky note, create and write two questions (vocabulary that you don’t know meaning, unclear area in the book, clarification of an action or decision made by a character, etc), two statements or quotes that are important in this section, one personal relate and a two sentence plot summary.

Summarizing Strategy: Closing Activity: / As a team answer the EQ. Give a one word answer for Ralph, Jack, Piggy, Simon. Comment your response in Showbie
Assessment/Evaluation: / 321 activity, Tweet, Showbie
Materials Needed: / iPads, sticky notes, Simpsons video
Day & Date: / Thursday, Aug. 20
Standard: / ELACC11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Essential Question:
Learning Goal: / What role do minor characters in a story play?
TSW understand the role that minor characters play in a story
Activating Strategy:
LessonOpener: /
  1. Place sticky notes from Chapter 4’s close reading on the easel in the front of the classroom when you enter the class.
  2. If all close reading components (questions, statements, relate and summary) are correct on sticky note, students will receive my initials and full credit. If you receive a note with further instructions by teacher, students will need to correct and resubmit for full credit. After third set of sticky notes, students will be expected to have all components correct the first time. If not, students will receive a fraction on their sticky note with the percentage of their grade.
  3. Students will have 10 minutes each class time as activator to submit their work for full credit. Late submissions will be penalized.
  4. As a team discuss and explain the meaning of Chapter 4’s title “Painted Faces and Long Hair.” Comment your response in Showbie

Teaching Strategies: Procedures/Technology/
Performance Tasks: /
  1. Class discussion over Chapter 4 and its title.
  2. In teams, organize the following minor boy characters into two categories, biguns and littluns: Sam, Eric, Roger, Johnny, Bill, Robert, Harold, Henry, Percival, Maurice. Use Popplet to complete this activity. You will use chapters 2-4 to find your answers.
  3. Read half of Chapter 5 (p.85) by next class meeting.

Summarizing Strategy: Closing Activity: / As a team, choose two boys from the activator, one from each category, and explain something they either share or do for one of the main characters in the story.
Assessment/Evaluation: / Close reading notes, chart for characters
Materials Needed: / iPads, novel, sticky notes
Day & Date: / Friday, Aug. 21
Standard: / ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Essential Question:
Learning Goal: / Which character stands out as the protagonist of the story?
TSW will determine the protagonist of the story
Activating Strategy:
LessonOpener: / As a team, complete a 3-2-1 activity. Describe three characteristics of a protagonist, two strengths he or she should have and who you think the novel’s protagonist is.
Teaching Strategies: Procedures/Technology/
Performance Tasks: /
  1. Teams share activators with the class.
  2. In the novel, Ralph as leader proposes several rules and ideas for the boys to use to survive. In teams, create a Popplet in which you identify at least three rules and ideas of Ralph’s and give the reaction by the other boys for each. Use textual evidence.
  3. Read the rest of Chapter 5 by next class meeting.

Summarizing Strategy: Closing Activity: / As a team, identify which characteristic of a protagonist Ralph displays in the novel. Make sure to use textual support. Show teacher your response.
Assessment/Evaluation: / 321 activity, Popplet
Materials Needed: / iPad, novel,
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