Learning Experience Plan

Subject: English Grade level: 9

Unit: Close Reading Length of LEP (days/periods/minutes):

Topic: Summary

Literacy Standards: (include only standards addressed in this LEP) Reading Standard :Determine a theme or
central idea of a text and analyze in detail its development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary of the text. Writing Standard: Develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills)
Students will: Analyze the information
from the day and create summaries

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching On-level Beyond

Approaching students
have to come up with
summaries at maximum
15 words, 30 words, 50
words and will be in a
small group with me to
help them if they have
any questions or need
any further clarification
Curriculum Integration
On level students will Beyond student swill write
come up with summaries summaries in 15-20 words,
from 10-15 words, 30-50 40-60 words, and then 80-
words, 75-100 words. 110 words. Students will
They can come to the work on their own but if
small group if they have help is needed, they are
any questions that need more than welcome to join
to be answered. the group
(Does this lesson correlate with any other content area? Describe.)

Material Procedures/Strategies
s

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 Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience )

Direct Instruction (input, modeling, check for understanding)

I will start by telling the class exactly what I want: Every Monday you
will summarize the lesson that was taught in the amount of words
assigned to your group. On Wednesday you will summarize using
more detail about the lesson and how they have developed. And on
Fridays they will write another summary with even more detail
explaining what was taught during the week. Students will do this on
a 5x8 index card in the last 5-10 minutes of class.

I will do an example with them based off of a haiku.

Ex: Education is

Like opening your eyes to

Spring after winter

Monday ex: The haiku compares learning education to renewal of

birth after death season
Wednesday ex: The haiku is comparing learning new information in
education as a renewal of life in spring after a deathly season like
winter. Because we are learning more information, we are growing
such as plants do in the spring.
Friday ex: In the haiku, education is being compared to the changing
seasons of spring to winter. Spring is known as a renewal of birth and
growth while winter is looked at as dying and death. In the spring new
plants are growing like our minds. In the comparison, gaining new
education is you growing and a renewal of our own minds. We are
growing each year as we learn new information so we are like the
flowers in the spring.
The students will do this every week and as they advance, they can
move up to the beyond level students.
This is a way to get students to keep writing summaries, while giving
the teacher insight into what the students they believe they are
learning and we can see who needs help and what we need to go
over.
How it will be graded:

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 3- The summary is within the word count, the summary is accurate, 1-2
grammatical errors.
2- The summary is within the word count, the summary is mostly
accurate, 2-3 grammatical errors.
1- The summary is not within the word count, the summary is
inaccurate, more than 3 grammatical errors.
Guided Practice (how students will demonstrate their grasp of new learning)

Independent Practice (what students will do to reinforce learning of the lesson)

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

close)

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