:		Campus: Clark Junior High School
Author(s): Southard, Grove		Date Created / Revised: July 28, 2005
Six Weeks Period: 1st		Grade Level & Course: 8^th Pre-AP Language Arts
Timeline:  10 days		Lesson Unit Title:  “Flowers for Algernon”
Stated Objectives: TEKS Addressed in the Lesson Unit (Include TEK number and (SE) student expectation description	a. Which subject-specific TEKS are going to be addressed in the lesson unit? obj. 3-12H describe how the author's perspective or point of view affects the text obj, 4-10H draw inferences such as conclusions or generalizations and support them with text evidence and experience obj. 3 –10E use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information obj. 2-12G recognize and analyze story plot, setting, and problem resolution obj. 3 –12A identify the purposes of different types of texts such as to inform, influence, express, or entertain obj. 1-10F determine a text's main (major) ideas and how those ideas are supported with details obj. 2-12F analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo obj. 1-10G paraphrase and summarize text to recall, inform, or organize ideas obj. 1-9F distinguish denotative and connotative meanings TEK 8.16 A-B capitalize and punctuate correctly to clarify and enhance meaning TEK 8.16E Use resources to find correct spellings TEK 8.16F spell accurately in final drafts TEK 8.17 A write in complete sentences TEK 8.18 B develop drafts by categorizing ideas, organizing into paragraphs TEK 8.18 E edit drafts for specific purposes such as to ensure standard usage b. Which specific (TA) Technology Application TEKS are going to be addressed in the lesson unit? TA 10A – use productivity tools to create effective document files for defined audiences TA 11B – design and create interdisciplinary multimedia presentations for defined audiences
Clarifiers: (Specific concepts to be included to address the TEKS)	What specific concepts will be included that clarify the content and satisfy the goal of the TEKS addressed in this lesson unit? ` Capitalization of titles, proper nouns, proper adjectives, geographical names, holidays, days of week, months, languages, religions, historical events, brand names End marks
Vocabulary Addressed	What unfamiliar terms will be introduced to the students that will enhance their understanding of the concept? Literary element, signal words, analogies, story chart, character sketch, circle graph, connotations, voice, point of view
Anticipatory Set or Introduction to Lesson Unit	What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a mental set to pique the students' interest?  Technology Integration:  power point - examples of I.Q. testing elements
Teaching Strategies	What specific teaching strategies are going to be used to teach this lesson unit? What approach will be used to provide information (explain) the lesson unit to the students?  Co-op, partners, team word webbing
Modeling	What modeling will take place to demonstrate what the students will do? Finished examples of assigned projects
Activities (Guided Practice and Independent Practice) (Include: Day 1, Day 2, etc…)	What initial practice of lesson skill will be used under direct supervision of the teacher? What practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take place? (List for each day of the unit: Example: Day 1, Day 2, Day 3). · vocabulary list – Monday, SAT journal – Tuesday & Thursday, vocabulary test – Friday Day 1 – handouts for story elements, signal words, vocabulary elements (app. 9), I.Q. test (online) Day 2 - introduction to punctuation, capitalization, and spelling (power point), handout of basic vocabulary terms, handout – t-shirt design & writing activity (app. 9) Day 3 – capitalization wksht pg 10&11 (app. 3), short story web transparency (app.1), teacher/student read pgs. 204-208 (literature book), discussion Day 4 – capitalization wksht pg 12 (app.3), literary point of view, teacher/student read pgs. 209- 212 (literature book), discussion Day 5 – capitalization wksht pg 13&14, teacher/student read pgs. 213 – 217 (literature book), handout – character development (app.9) Day 6 – capitalization wksht pg 15 & 16 (app.3), discussion of voice and style, teacher/student read pgs 218-221 (literature book), handout – mandala (app.9), writing activity using voice (app.9) Day 7 – capitalization wksht pg 17&18 (app3), teacher/student read pgs 222-225 (literature book), handout – character sheet (app. 9) Day 8 – capitalization wksht pg 19&20 (app. 3), video Charly, handout – circle map (app. 9), Charly’s view point paragraph Day 9 – capitalization wksht pg 21&22 (app. 3), video Charly, handout – novel vs. big screen (app.9) Day 10 – editing sheet 1 (app. 2), video Charly, writing activity – I am poem (app. 9) Technology Integration: power point, I.Q. test online
Checking for Understanding	What check(s) will be used to determine if learners have understood the material and activities of the lesson? Oral questioning on capitalization, variety of worksheets, quizzes, writing activities
Opportunities to Relearn (Reteach)	If necessary, what alternative teaching methods will be used to teach the same information or skill? Consider teaching methods that address different learning styles, e.g., auditory, visual, tactile, and kinesthetic. app. 3 - extra assignments Technology Integration: none
Accommodations for Special Populations	What alternative instructional modifications and adaptations that address all learners' needs are necessary, if any? Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
Strategies for English Language Learners (ELLs)	What additional teaching strategies will be used to accommodate the needs of English Language Learners during this lesson unit? Predictable routines and signals, visual scaffolding, realia strategies, advance organizers
Assessment or Evaluation (Formative and Summative to Assess Mastery)	What formal assessment that provides learning criteria and indicators through traditional or alternative assessment means will be used? State what the learner will do to demonstrate understanding and mastery of objectives (this should be directly tied to the lesson unit objectives). Circle graphing, I am poem, daily language practice, Charly’s view
Enrichment / Extension	What challenging instructional activities can be provided for students who demonstrate academic proficiency of curriculum objectives? Focus on Application and Transference to the "Real World". Make a connection between past and present. Create mini I.Q. test Technology Integration:  none
Closure or Ending the Lesson Unit	What very brief activity will take place that has students state or demonstrate the main objective(s) of the lesson. writing activity showing voice & point of view, comparison of novel and movie
Materials: Preparation and Resources	What preparation must occur before the lesson is ready?  App. 3 – pages 10&11, 12, 13&14, 15&16, 17&18, 19&20, 21&22 app. 9 – story elements, signal words, vocabulary elements, t-shirt design, writing activity (voice), character development, character sheet, circle map, novel vs. big screen, I am poem app. 6 – spelling list 1, spelling test 1 www.IQtest.com What resources should be available to the instructor and learner to appropriately and successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)? Multimedia projector, overhead, textbooks, dictionaries