Lesson #23
RATIONALE Students have been analyzing and discussing COW in their lit circle groups for the last few class periods. They will continue to work on the essay assignment in this lesson so that they can refine their thoughts into a structured piece of textual analysis. I will also do a mini lesson on quote integration because of issues with this concept that I've identified in their work as well as their own comments asking for help with this on their writing reflections.
PROCEDURES
OPENER We will begin with a Do Now that asks students to choose the correct vocab word for each sentence containing a blank. They will be instructed to write this on the handout I pass out that is numbered 1-15. Each slide of the PP contains 5 sentences, and when the class has finished each set I will turn to the next and have them finish all 15 before reviewing. I will inform them that I will not grade for correctness; instead, this is a tool to help them identify which words they know in context and which they must study for the vocab test the next day. After they've finished writing, I will go back to the fourth slide and ask students to share their answers for each sentence and mark the words they didn't know on their paper.
BODY OF THE LESSON I will do a mini lesson on quote integration, showing them explicitly how to use the template to introduce and provide context for limited quotes. I will show them models of how to do this and they will be instructed to write down my models in two boxes at the bottom of the vocab handout so that they can refer to these examples for future use. While I do not normally believe in straight copying, I thought it might be a useful exercise for them to see how the pieces of the template fit together around a quote by physically writing it correctly themselves. I will have the class ask questions about different ways to do this and we will model adaptations to this format on the white board. We will then transition from practicing this to looking again at how the evidence fits into the body paragraph template, and students will return to independent work. I will circulate and check on students work to make sure they understand how to format their evidence phrases and they may move on with writing their body paragraphs.
CLOSURE I will remind students to finish body paragraphs and submit to Edmodo.
ACCOMODATIONS Students will work as a full class and individually. All information presented will be given to them in the handouts as well as on the PB. Information is organized on a graphic organizer for clarity and ease of use.
ASSESSMENT/EVALUATION Student participation points will be marked this period. I do not intend to grade their vocab quiz but rather intended it as a review for the test the next day.
PERSONAL REFLECTIONS / NOTES
PROCEDURES
OPENER We will begin with a Do Now that asks students to choose the correct vocab word for each sentence containing a blank. They will be instructed to write this on the handout I pass out that is numbered 1-15. Each slide of the PP contains 5 sentences, and when the class has finished each set I will turn to the next and have them finish all 15 before reviewing. I will inform them that I will not grade for correctness; instead, this is a tool to help them identify which words they know in context and which they must study for the vocab test the next day. After they've finished writing, I will go back to the fourth slide and ask students to share their answers for each sentence and mark the words they didn't know on their paper.
BODY OF THE LESSON I will do a mini lesson on quote integration, showing them explicitly how to use the template to introduce and provide context for limited quotes. I will show them models of how to do this and they will be instructed to write down my models in two boxes at the bottom of the vocab handout so that they can refer to these examples for future use. While I do not normally believe in straight copying, I thought it might be a useful exercise for them to see how the pieces of the template fit together around a quote by physically writing it correctly themselves. I will have the class ask questions about different ways to do this and we will model adaptations to this format on the white board. We will then transition from practicing this to looking again at how the evidence fits into the body paragraph template, and students will return to independent work. I will circulate and check on students work to make sure they understand how to format their evidence phrases and they may move on with writing their body paragraphs.
CLOSURE I will remind students to finish body paragraphs and submit to Edmodo.
ACCOMODATIONS Students will work as a full class and individually. All information presented will be given to them in the handouts as well as on the PB. Information is organized on a graphic organizer for clarity and ease of use.
ASSESSMENT/EVALUATION Student participation points will be marked this period. I do not intend to grade their vocab quiz but rather intended it as a review for the test the next day.
PERSONAL REFLECTIONS / NOTES