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Campus: Clark Junior High School |
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Author(s):
Southard, Grove |
Date
Created / Revised: July 28, 2005 |
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Six
Weeks Period: 1st |
Grade
Level & Course: 8th Language Arts |
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Timeline:
10 days |
Lesson
Unit Title: “Flowers for Algernon” |
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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 |
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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 |
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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 |
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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 |
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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 |
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Modeling |
What
modeling will take place to demonstrate what the students will do? Finished
examples of assigned projects |
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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). ·
spelling list – Monday, spelling test – Friday Day 1 – handouts for story
elements, basic vocabulary terms, signal words, vocabulary elements (app. 9)
Day 2 -
introduction to punctuation, capitalization, and spelling (power
point), I.Q. power point (denotative and connotative examples), handout
– t-shirt design & writing activity (app. 9)
Day 3 – capitalization wksht pg
10&11 (app. 3), short story web transparency (app.1), teacher -read
pgs. 204-208 (literature book), discussion
Day 4 – capitalization wksht pg
12 (app.3), literary point of view, teacher-read pgs. 209- 212 (literature
book), discussion (cause/effect of operation)
Day 5 – capitalization wksht pg
13&14, teacher- read pgs. 213 – 217 (literature book), handout – character
development (inference, conclusions, generalizations) (app.9)
Day 6 – capitalization wksht pg
15 & 16 (app.3), discussion of voice and style, teacher-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-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 (chronology
of story) (app. 9) Day 9 – capitalization wksht pg
21&22 (app. 3), video Charly, handout – novel vs. big screen
handout (summarizing, main ideas
of novel) (app.9)
Day 10 – editing sheet 1 (app.
2), video Charly, writing activity – I am poem (app. 9) Technology Integration: power point – “Flowers” |
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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 |
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Opportunities
to Relearn |
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 |
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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. |
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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 |
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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 |
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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 |
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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 |
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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 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 |
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