Xavier Perry: Daily Lesson Plan 1

Daily Lesson Plan

Teacher: Acree & Blagrove Lesson Date: 9/6/12

Subject: English IV LDC/Unit Title: 12th
Our Place in the World
Is Progress always a step forward?
CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?)
standards are being specifically addressed in this lesson?): CCSS11-12-.1) cite strong
and thorough textual evidence to support analysis of what the text says 1. Daily do-now question
2. Motivation –
explicitly as well as inference drawn from the text including where the text
3. Discussion and introduction – Text Code & Annotation
leaves matters uncertain.
4. Small Group Assignment-
5. Independent Practice--summary
CLG: (1.1.2) Students will use during reading strategies appropriate to both
6. Wrap up activity
text and purpose for reading by reading, visualizing, making connections,
7. Exit ticket
and using fix-up-strategies such as re-reading, questioning and
summarizing.

Lesson Learning Target: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
I can analyze and summarize the text using text codes and two column notes.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT

Note: A variety of formative
assessments should be used at key
points throughout the lesson.

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) Drill questions are answered

5 min
• Students will share a list of text features and describe the use for each . daily and collected on Friday.

• Turn in homework “Scavenger Hunt” activity

Students discussed the trend
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there that developed around the
vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) “kidney Transplant Decision
3-5
min
o What criteria did you use to make your decisions about who would get the Making Activity. Both 12th
kidneys in the Kidney transplant activity? Grade classes picked the same
five people.

Students will observe the

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], teachers’ model and will
shared reading, and shared writing, discussion, writing process.) only become involved
Inform students that today’s lesson is about reinforcing their understanding of the rules for when recruited by the
note taking using the text coding strategy and a two column note book they will create. teacher.
10-12
min
Teacher Models: I Do…”Deborah’s Voice” page 13 “The Immortal Life of Henrietta Lacks”
& ? = questions you have of clarification about
✓ =information you already knew and connected with (makes you say “Yeah!”
! = you discovered something new, surprising, shocking or fun
* =information seem important, vital key, or memorable

While a designated reader/teacher reads page 13 text, the teacher will model a
think aloud, annotating and coding a text in the two column note book.
Teacher will then use the annotated notes to write a brief summary of that
segment of the text.

Teacher will create a discussion box that scaffolds the big question:
What is progress?
How can you determine that progress has been made?
 Xavier Perry: Daily Lesson Plan 2

What are some areas in your life /society you believe there has been
progress?

With the entire class participating students will take two minutes to turn and
talk with the person sitting next to them and briefly discuss the text read and
decide whether progress was a step forward in “Deborah’s Voice”
Responses will be recorded on the board as following:

Is Progress always a step forward?

Yes for whom /what No for whom /what Why
1
2
3
4
Small groups will annotate the
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student text with the teacher facilitating
conferencing, re-teaching or intervention, writing process Big Question Is progress always a forward step? the process.
)
Following group norms and protocol for Group work Students have specific roles to play within the group
and everyone is responsible for writing his or her own notes.

o Students will move to their respective groups and continue reading page 14-15
through collaborative group partnerships
• As they read students will bear in mind the Big Question … As far as the test is able to provide answers to the questions…
• Is Progress Always a step forward?
• In what areas can you conclude that progress has been made?
For whom / what and explain why……
15-20
min o We Do… Students imitate teacher’s process while the teacher
facilitates and interjects where necessary to code and annotate the
information from the text in their own two column note book using
strategies for text coding.

o We Do … Students will collaborate with each other in their

respective groups -- alone without the teacher -- in small groups
then among themselves turn and talk to discuss and clarify
information in the text

Students work independently

Independent Practice: (individual practice, discussion, writing process.) to annotate and code the
important take away from the
You Do… Students work independently: text in their two column note
book Then briefly summarize
the text.
Class work Folders are created for students and given for them to put their work in.
o The students will work independently to share their respective sentences,
25 phrases, words and ideas about the text while they annotate and briefly
min summarize the text
o Each student will be responsible for coding and recording the entire summary of
the text they have read. “The Exam” from the text The Immortal Life of
Henrietta Lacks.
• As they read students will bear in mind the Big Question … As far as the test is able to provide answers to the questions…
• Is Progress Always a step forward?
• In what areas can you conclude that progress has been made?
For whom / what and explain why……
 Xavier Perry: Daily Lesson Plan 3

Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
o How did your analysis and summary of the “The Exam” affect your
5 min
understanding of the text and what you anticipated about the text before
reading?
o
Exit ticket-- individual
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) summary
5 min
o Discuss one take away from the text.
SB
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) RE
Instructional Modifications: DB
AW
• Scaffolding the text and Big question
MS
• All documents and activities can be easily modified for special education students. SL
I.E. fill in some information; highlight/underline items in readings; give clues next to SR
‘chart items’; students could use ‘pictures/icons’ that they create – instead of only
definitions/examples
• Work one on one with students to assist with reading and interpretations of handouts.
• Give students extra time to complete assignments
• Small group adaptations.
• Text read aloud by either teacher or designated student readers
• Modeled creation and use of two column notes and text codes during text analysis
• Model summarizing main points in a text

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

LCD projector, handouts, Text: “The Immortal Life Of Henrietta Lacks”,

Notes:

Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction –
English 9-12
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice/Small group -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent Practice -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences - Summarizing Text