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University of Puerto Rico Aguadilla PPM-UPRAg

(Escuela Ester Feliciano)


(Aguadilla), PR
Daily Lesson Plan:
Teacher: __Ms. Stephanie Lugardo ______________________
grade______________________
Theme/Topic: __Reading Comprehension _______________

Grade: _11th

Date__________________________________
Teaching Strategies:
Curriculum Integration
o
Interdisciplinary Teaching
o
Integration with:
____________________

ECA Phase:
Application

_____Exploration

__X__Conceptualization

____

Objective(s): (Dr. Norman Webb, 2010-11)


After reading the reading passage Water by Helen Keller, the student will:
Conceptual:
(concepts,
principles, data,
facts)

(DOK Level One) Define memoir and list the characteristics that represent what
a memoir is.

Procedural:
(processes, skills,
strategies)

(DOK Level Two and Three ) Classify the methods used by Miss Sullivan.
Differentiate the two methods used by Miss
Sullivan in teaching Hellen Keller how to speak
and write.

*Attitudinal
: (attitudes,
values, norms)

(DOK Level Four) Connect with Hellen Keller towards her difficulties in learning.
Create a draft for their memoir.

Concepts & Skills (DEPR Stage 1-CM)


Memoir, Classify, Differentiate and connect.

Depth Level of Knowledge: (Dr. Norman Webb, 2010-11)


Level 1:
Memorization/ Recall

Level 2:
Processing

Level 3:
Strategic Thinking

Level 4:
Extended Thinking

__identify
_x_define
__recognize
__list
_ draw
_ memorize
__arrange
__repeat
__calculate
__illustrate

__infer
_x_classify
__categorize __ predict
__collect
__estimate
__organize
__interpret
__modify
__compare
__construct
__show
__separate
__relate
__distinguish __summarize
_ cause/effect
__make observations
__use context clues

__revise
__investigate
__assess
__construct
__apprise
__compare
__critique
__explain
__formulate
__hypothesize
_x_differentiate
__draw conclusions
__cite evidence

__design
_x_connect
__synthesize
__critique
_ analyze
__create
__prove
__apply concepts

__name
__match
__report
__recite
__label
__tell
__recall
__state
__use

English Core Standards : (DE, 2014)


Listening

speaking

Reading
11.R.1 Evaluate,
analyze,
research/synthesize,
and document
inferences and
conclusions drawn
from in-depth critical
reading
of appropriate texts
and viewing of
multimedia. Examine
ideas,
increasingly complex
phenomena,
processes, genre, and
relationships within
and across texts.
Recognize fact vs.
opinion
and fiction vs.
nonfiction as well as
facts/supporting
details from
the texts

Grade:
Writing

11.W.1 Write
arguments to support
claims in an analysis
of appropriate grade
level content, using
valid reasoning and
sufficient evidence.
a. Express, clarify,
and defend
viewpoints and
opinions, be able to
soften statements or
justify arguments
with support of the
thesis statement and
claims.

Language Arts
11.LA.2
Demonstrate
command of the
conventions of
English
capitalization,
punctuation, and
spelling. a. Use
punctuation marks
correctly. b. Spell
correctly.

11.W.3 Write
narratives (short
stories, memoirs, and
journals) using
transitional words
and other cohesive
devices to better
organize
writing to develop
real or imagined
experiences or events
using
effective technique,
targeted details, and
well-structured
sequences.

11.W.7 Draw
evidence from
literary or
informational texts to
support analysis,
reflection, and
research.

Six Pillars of Character (Values) (Michael Josephson, 2011)


__Trustworthiness (integrity, honesty, promise-keeping,

__Fairness (consistency, equality, ,justice)

loyalty, sincerity)

x_Caring (kindness, compassion, empathy, charitableness, forgiving,


_x_Respect (honor, dignity, courtesy, non-violence, tolerance)

gratefulness)

__Responsibility (self-control, self-improvement, self-reliant,

__Citizenship (obedience, well-being, democracy)

prudence, proactive, perseverance, hard-working, discipline)

Assessment Techniques:
_ group discussion

__debate
__illustration
__check list
__comic strips
__summary
__game

__drama
__painting
__collage
__skit
__picture book
__role-play
__ drawing

__diagram
__graphic organizer
__conceptual map
__concrete poem
__reflective diary
__anecdotic record
__focalized list
__journals
__writing prompts
__Venn diagram

__oral report
__projects
__rubrics
__portfolio
__interview
__questionnaires

Performance Tasks or other Evidence: (DEPR CM)

Activities (Procedure): The teacher will


Initial
- Roll call
- Provide a reflection to start up the class.
Routine:
Initial
Activities:

- Give instructions on the task that will be given to them.


- Provide handouts regarding the short narration Water by Hellen Keller.

Development
Activities:

- Observe the classroom and clarify any doubts or questions that the
students might have during the activity.
- Collect the handouts once the students have finished their worksheets.

Closing
Activities:

- Explain the activity that will lead to the next class.


- Assign students to begin working on their rough draft on their notebooks
for the creation of their memoir.

Materials/ Resources & Unit Attachments (DEPR Stages 2 & 3 CM)


- Worksheet
- notebooks

Homework: Continue working on the rough draft for their memoir. Provide, at least, two
paragraphs done by next class.
Differentiated Instruction (Special Education Modifications)
o
o

o
o
o
o

Adapted Teaching
Fragmented Exam
Explained Instructions Several Times
Fragmented Class Work
Extra time
Provide Examples to do the Exercises
Read Exam / Exercises
Seating Arrangement
Other _____________________________________

Reflection:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Observation(s):
4

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Document revised using the document developed by Dr. Michelle Crespo Ortiz based on the Daily Lesson Planning Model suggested by the
Puerto Rico Department of Education (CC # 2-2010-2011) Revised by Prof. Arlinda Lopez (August 2012) (October 2014)
Modified by Prof. Arlinda Lpez Rodrguez using Puerto Ricos Department of Education Curricular Maps (CC # 2-2013-2014) January, 2015