Académique Documents
Professionnel Documents
Culture Documents
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can:
List of Assessments: (Write the number of the learning target associated with
each assessment)
2) Creating bookmark
Anticipatory Set For this lesson, the anticipatory set is the prewrite. The prewrite allows
The hook to grab students attention. the students to begin setting their own expectations about group work,
These are actions and statements by the and to reflect on what successful group work looks like to them.
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what 10 Minutes: Facilitate conclusion of 10 Minutes: Actively Participate in
students and teacher will do from the Fishbowl Discussion from previous the conclusion of the Fishbowl
minute they arrive to the minute they lesson Discussion
leave your classroom. Indicate the length 3 Minutes: Ask students to get out 3 Minutes: Get out laptop and
of each segment of the lesson. List actual their laptops listen to instructions
minutes.) Read and explain both eJournal
Indicate whether each is: and pre-write prompt to students
-teacher input 5 Minutes: Take attendance while 5 Minutes: Complete the prewrite
-modeling students complete prewrite
-questioning strategies 5 Minutes: Facilitate discussion of 5 Minutes: Participate in discussion
-guided/unguided: prewrite 7 Minutes: Fold bookmark and
-whole-class practice 7 Minutes: Hand out book marks listen to instructions on how they
-group practice explain bookmarks (how to fold, will be used
-individual practice how they will be used)
-check for understanding 7 Minutes: Explain norming sheets, 7 Minutes: Listen to explanation of
-other display book club groups and allow norming sheets, find a book and
students to get books and get into get into a group
groups 11 Minutes: Discuss norms with
11 Minutes: Circulate while groupcopy down page number
students have their first book club breakdown
meeting 2 Minutes: Reflect on success
2 Minutes: Review objectives and criteria individually
preview students for next period
Closure The closure for this lesson is the last couple minutes when I take the
Those actions or statements by a teacher time to review the learning target as a class and ensure all groups feel
that are designed to bring a lesson prepared for their next book club meeting.
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Differentiation This lesson, and the unit with book clubs, utilizes built in differentiation
To modify: If the activity is too advanced through employing a variety of checks for understanding in which
for a child, how will you modify it so that students can get support from the instructor or from peers. Students
they can be successful? have also been given choice about books prior to this lesson, where a
To extend: If the activity is too easy for a variety of texts allowed to accommodate varied student abilities.
child, how will you extend it to develop
their emerging skills?
Assessment 1) Prewrite and Discussion
How will you know if students met the