Lesson #7
PROCEDURES
OPENER Students will be instructed to take the Unit 9 Vocab Practice Quiz on Edmodo. They will be reminded to study words they did not know for the quiz the next day.
BODY OF THE LESSON This is a continuation of their lesson from the day before. I hope to have marked their “Summary Practice” assignment from the day before; I will return this before beginning. They will be asked to open “Patriarchy” on Edmodo (paper copies available). I will introduce bell hooks (background, capitalization, interest in intersectionality of race and gender) and the reading we will do. I will review the reading summary assignment, cold calling students on what makes a good signal phrase first. I’ll then introduce the idea of main argument and supporting detail. I’ll give an example for the first paragraph that students may borrow, then give students about 5 minutes to write the next one or two. I’ll ask them to share when the buzzer rings and write a good summary for the second paragraph on the PB before allowing them to continue.
CLOSURE Students may work on reading summaries for the rest of the period.
ACCOMODATIONS All information presented will be given to them in the handouts as well as on the PB. All work will be modeled before students work independently.
ASSESSMENT/EVALUATION Student participation in class will be recorded. Their vocab practice quiz will be graded only for completion; reading summaries will be graded according to compliance with instructions.
PERSONAL REFLECTIONS / NOTES
OPENER Students will be instructed to take the Unit 9 Vocab Practice Quiz on Edmodo. They will be reminded to study words they did not know for the quiz the next day.
BODY OF THE LESSON This is a continuation of their lesson from the day before. I hope to have marked their “Summary Practice” assignment from the day before; I will return this before beginning. They will be asked to open “Patriarchy” on Edmodo (paper copies available). I will introduce bell hooks (background, capitalization, interest in intersectionality of race and gender) and the reading we will do. I will review the reading summary assignment, cold calling students on what makes a good signal phrase first. I’ll then introduce the idea of main argument and supporting detail. I’ll give an example for the first paragraph that students may borrow, then give students about 5 minutes to write the next one or two. I’ll ask them to share when the buzzer rings and write a good summary for the second paragraph on the PB before allowing them to continue.
CLOSURE Students may work on reading summaries for the rest of the period.
ACCOMODATIONS All information presented will be given to them in the handouts as well as on the PB. All work will be modeled before students work independently.
ASSESSMENT/EVALUATION Student participation in class will be recorded. Their vocab practice quiz will be graded only for completion; reading summaries will be graded according to compliance with instructions.
PERSONAL REFLECTIONS / NOTES