Embed Size (px)
Citation preview
Instruction and Management Plan
[Day 1 of unit]
Teacher: Ms. Forde
Subject Area: Language Arts
Grade Level: 7th grade (90 minute class period)
Unit Title: Ms. Forde’s Essay Therapy & CSAP preparation (wrap-up unit III)
Lesson Title: Lesson of the Balloon
Objectives:
Students will be able to:
Debate file sharing
Gather information about file sharing
Understand that an essay is a blown-up paragraph
Demonstrate how an essay is a blown-up paragraph
Standards Addressed:
Poudre School District Standards
Standard 1: Students read and understand a variety of materials
o 1.1 Students will use a variety of comprehension skills in reading
Standard 2: Students write and speak for a variety of purposes and audiences
o 2.3 see the steps of the writing process
Standard 4: Students apply thinking skills in reading, writing, speaking, listening,
and viewing
o 4.1 use thinking and analytical skills in writing, reading, speaking, listening,
and viewing
Standard 5: Students read and locate, select and make use of relevant information
from a variety of media, reference, and technological sources
o 5.4 communicate the results of research
Materials/Resources Needed:
Word parts transparency
Debate score sheet
Posters
Cut-up essays
Anticipatory Set: The anticipatory set for the debate has already been completed. The
anticipatory set for the essay work is the balloon activity/
Objective/Purpose: The purpose of today’s class is to finish our debates and relearn essay
writing.
Check for Understanding: I will check for understanding by having students reassemble
an essay in order to check for understanding.
Guided Practice:
10 minutes: journal
o What are your plans for the weekend?
o Collect red group journals and book talks
15-25 minutes: word parts IV
o Period 6: word parts III & IV
Debate
o Period 1&6: 40-50 minutes
2 rounds
o Period 2 & 5: 20 minutes
1 round
Ms. Forde’s Essay Therapy
o Period 1 & 6: 20-30 minutes
Anticipatory set: balloon to visualize how the inflation of the
balloon is similar to the essay
2 posters to understand the difference between the paragraph and
the essay
o Period 2 & 5: 40 minutes
Anticipatory set: balloon to visualize how the inflation of the
balloon is similar to the essay
2 posters to understand the difference between the paragraph and
the essay
Cut-up paragraphs to reassemble in groups
The number of groups must be divisible by 3
Management:
1st period
o Dylan and Anthony must be on the opposite sides of the room
o Blake needs to be given tasks since he is very energetic and finishes before
everybody
o Cole is left alone since he has a lot of outside issues that prohibit him from
learning
2nd period
o The Megans in the room need to be separated in order to control the
excess energy in the room.
5th period
o Spencer must be in the front since he is misplaced into pre-AP and needs
constant attention
6th period
o All instruction must be explained thoroughly and slowly since the class is at
a lower level.
o Brandon, Jaimi, and Gabi need to be close to the front of the room
o Dylan needs to constantly be moved to assist with his ADD
Reflection:
The class went well. The students were very involved in the debates and enjoyed
the fishbowl method of debates.
The balloon activity was great for the seventh graders - - it was a very kinesthetic,
visual way for the kids to be able to understand that a balloon is always a balloon
(similar to the way that an essay is just a huge paragraph).
One thing that I would change for next time is to have the room prepped ahead
of time. Instead of moving the desks for each activity, I should have prepped the
room to look pod-like so that they would have only had to move their bodies
rather than rearrange the room. Also, I should have provided more of a
transition between the debates and the essay review.
[Day 2 of unit]
Teacher: Ms. Forde
Subject Area: 7th grade Language Arts
Grade Level: 7th grade (90 minute class period)
Unit Title: Ms. Forde’s Essay Therapy & CSAP preparation
Objectives:
Students will be able to:
Understand how essays are a blown-up paragraph
Develop the parts of an essay and understand how they function together
Create inter- & intra-paragraph transitions
Design graphic organizers to help with essay writing
Brainstorm essential parts of an introduction and conclusion
Standards Addressed:
Poudre School District Standards
Standard 2: Students write and speak for a variety of purposes and audiences
o 2.1 Students write and speak in a variety of genres
o 2.3 Use the steps of the writing process
o 2.5 Use a variety of strategies to organize written and oral presentation
Materials/Resources Needed:
Station work materials
Reading cards
2nd
period Red Journals
Objective/Purpose: The purpose of today’s class is to relearn essay writing.
Check for Understanding: I will check for understanding by collecting all station work,
and then at the end of the rotations I will have the students complete an exit ticket.
Guided Practice:
Period 1 & Period 6
o 10 minutes: journal
Tell me about your favorite teacher. Why is this person your
favorite teacher?
o 30 minutes: paragraph cut-outs
In groups of 2-3, put paragraphs back together
o 20 minutes: essay reconstructions
Organize paragraphs onto essays
Discussion
How did you know which ones went to which essay?
How did you know the order of the paragraphs?
o 30 minutes: Rotations
Have each group read their directions and then explain to the class
what the procedure/objective is for that particular station.
Complete 2 rotations
Period 2 & Period 5
o 10 minutes: journal
Tell me about your favorite teacher. Why is this person your
favorite teacher?
o 10-15 minutes: paragraph cut-outs
Finish paragraph cut-outs
o 20 minutes: essay reconstruction
Organize paragraph onto essay
Discussion
How did you know which ones went to which essay?
How did you know the order of the paragraphs?
o 40 minutes: rotations
15 -20 minutes each rotations
1: graphic organizers
2: introduction/conclusion
3: inter-paragraph transitions
4: intra-paragraph transitions
Time for 1 ½ - 2 rotations
Management:
For all classes, use a bell to signal when the next rotation begins so that students
have a clear transition between each section.
1st period
o Dylan and Anthony must be on the opposite sides of the room
o Blake needs to be given tasks since he is very energetic and finishes before
everybody
o Cole is left alone since he has a lot of outside issues that prohibit him from
learning
2nd
period
o The Megans in the room need to be separated in order to control the
excess energy in the room.
5th period
o Spencer must be in the front since he is misplaced into pre-AP and needs
constant attention
6th period
o All instruction must be explained thoroughly and slowly since the class is at
a lower level.
o Brandon, Jaimi, and Gabi need to be close to the front of the room.
o Dylan needs to constantly be moved to assist with his ADD
Reflection:
This was a great interactive way for the students to be able to understand the
essay. At this age, they need to be taught in a visual and kinesthetic way. By
having students complete rotations, they were able to break down the essay into
essential components.
One thing I would change next time is the connection between each station. The
difficulty students are now having is how each station connects to one another
and then in turn how everything connects to the essay.
[Day 3 of unit]
Teacher: Ms. Forde
Subject Area: 7th grade Language Arts
Grade Level: 7th grade (90 minute class period)
Unit Title: Ms. Forde’s Essay Therapy & CSAP preparation
Objectives:
Students will be able to:
Develop the parts of an essay and understand how they function together
o Create inter- & intra- paragraph transitions
o Design graphic organizers to help with essay writing
o Brainstorm essential parts of an introduction and conclusion
Brainstorm and decide upon an essay topic
Standards Addressed:
Poudre School District Standards
Standard 2: Students write and speak for a variety of purposes and audiences
o 2.1 Students write and speak in a variety of genres
o 2.3 Use the steps of the writing process
o 2.5 Use a variety of strategies to organize written and oral presentation
Materials/Resources Needed:
Station work materials
Blue group book talks and journals
Word parts
rubrics
Objective/Purpose: The purpose of today’s class is to relearn essay writing.
Check for Understanding: I will check for understanding by collecting all station work,
and then at the end of the rotations I will have the students complete an exit ticket.
Guided Practice:
Period 1 & Period 6
o 10 minutes: journaling
What is something you would like about this class? What is
something you would like to change about this class?
o 10 minutes: word parts
o 45 minutes: rotations
3 rotations
o 15 minutes: essay topics
Brainstorm a class topic for an informative essay and brainstorm 3
subtopics
o 5-10 minutes: exit ticket
What are inter- & intra- paragraph transitions?
What are the five essential parts of an introduction?
What’s a conclusions
Draw a graphic organizer
Period 2 & Period 5
o 10 minutes: journal
What is something you like about this class? What is something you
would like to change?
o 10 minutes: word parts
o 30 minutes: rotations
2 rotations
o 25 minutes: essay topics
Brainstorm topics for an informative essay and 3 subtopics
o 10 minutes: essay work
Rubric and expectations
Management:
For all classes, use a bell to signal when the next rotation begins so that students
have a clear transition between each section.
1st period
o Dylan and Anthony must be on the opposite sides of the room
o Blake needs to be given tasks since he is very energetic and finishes before
everybody
o Cole is left alone since he has a lot of outside issues that prohibit him from
learning
2nd
period
o The Megans in the room need to be separated in order to control the
excess energy in the room.
5th period
o Spencer must be in the front since he is misplaced into pre-AP and needs
constant attention
6th period
o All instruction must be explained thoroughly and slowly since the class is at
a lower level.
o Brandon, Jaimi, and Gabi need to be close to the front of the room
o Dylan needs to constantly be moved to assist with his ADD
Reflection:
I am glad that I had students choose their own topics because then they felt a
sense of ownership for their essay. Also, it was a good idea to have periods 1 & 6
write about the same topic so that they can work together without getting
confused.
Again, I need to work on transitions - - especially between activities. I need to
provide a clear closure and a clear transition into the next piece while also
demonstrating the connection between everything we are learning.
[Day 4 of unit]
Teacher: Ms. Forde
Subject Area: 7th grade Language Arts
Grade Level: 7th grade (45 minute class period)
Unit Title: Ms. Forde’s Essay Therapy & CSAP preparation
Objectives:
Students will be able to:
Brainstorm essay topics
Create graphic organizers for their essays
Begin rough drafts
Standards Addressed:
Poudre School District Standards
Standard 2: Students write and speak for a variety of purposes and audiences
o 2.1 Students write and speak in a variety of genres
o 2.3 Use the steps of the writing process
o 2.5 Use a variety of strategies to organize written and oral presentation
Materials/Resources Needed:
Reading cards
Graphic organizers
Overhead of example graphic organizer
Objective/Purpose: The purpose of today’s class is to relearn essay writing, as well as
begin the next round of essays.
Check for Understanding: I will check for understanding by signing off on all graphic
organizers before students are allowed to start their rough drafts.
Guided Practice:
Period 1 & Period 6
o 10 minutes: warm-up
Collect reading cards
Apples to Apples
o 15 minutes: brainstorming
Brainstorm a class topic
o 15 minutes: essay work
Create the graphic organizer for the three big ideas and the little big
ideas for each big idea
Period 2 & Period 5
o 10 minutes: warm-up
Collect reading cards
Apples to Apples
o 10 minutes: brainstorming
Brainstorm 3 subtopics for the individual topics
o 20 minutes: essay work
Create the graphic organizer for the three big ideas and the little big
ideas
Management:
In order to ensure that 1st and 6
th stay on task, they will brainstorm in pairs for a
couple of minutes and then we will discuss as a large group for 3-4 minutes. We
will continue this process until the class has a topic with three subtopics.
1st period
o Dylan and Anthony must be on the opposite sides of the room
o Blake needs to be given tasks since he is very energetic and finishes before
everybody
o Cole is left alone since he has a lot of outside issues that prohibit him from
learning
2nd
period
o The Megans in the room need to be separated in order to control the
excess energy in the room.
5th period
o Spencer must be in the front since he is misplaced into pre-AP and needs
constant attention
6th period
o All instruction must be explained thoroughly and slowly since the class is at
a lower level.
o Brandon, Jaimi, and Gabi need to be close to the front of the room
o Dylan needs to constantly be moved to assist with his ADD
Reflection:
Having the students pick a class topic or an individual topic gave the students
ownership, as well as the illusion of choice.
I should have been better prepared for modeling how to create a graphic
organizer. It was a good idea to model but I did not have my plans fully laid out.
[Day 5 of unit]
Teacher: Ms. Forde
Subject Area: 7th grade Language Arts
Grade Level: 7th grade (90 minute class period)
Unit Title: Ms. Forde’s Essay Therapy & CSAP preparation
Objectives:
Students will be able to:
Complete all levels of the graphic organizer
Rough draft of essays
Standards Addressed:
Poudre School District Standards
Standard 2: Students write and speak for a variety of purposes and audiences
o 2.1 Students write and speak in a variety of genres
o 2.3 Use the steps of the writing process
o 2.5 Use a variety of strategies to organize written and oral presentation
Materials/Resources Needed:
Graphic organizers
Objective/Purpose: The purpose of today’s class is to relearn essay writing, as well as
begin the next round of essays.
Check for Understanding: I will check for understanding by signing off on all graphic
organizers before students are allowed to start their rough drafts.
Guided Practice:
5 minutes: announcements
30 minutes: finish all parts of the graphic organizer and get my signature
50 minutes: essay work
o Write rough drafts
Management:
1st period
o Dylan and Anthony must be on the opposite sides of the room
o Blake needs to be given tasks since he is very energetic and finishes before
everybody
o Cole is left alone since he has a lot of outside issues that prohibit him from
learning
2nd
period
o The Megans in the room need to be separated in order to control the
excess energy in the room.
5th period
o Spencer must be in the front since he is misplaced into pre-AP and needs
constant attention
6th period
o All instruction must be explained thoroughly and slowly since the class is at
a lower level.
o Brandon, Jaimi, and Gabi need to be close to the front of the room
o Dylan needs to constantly be moved to assist with his ADD
Reflection:
Overall, I felt the day went well. Students are feeling much more confident about
essay writing and the process of writing an essay.
[Day 6 of unit]
Teacher: Ms. Forde
Subject Area: 7th grade Language Arts
Grade Level: 7th grade (90 minute class period)
Unit Title: Ms. Forde’s Essay Therapy & CSAP preparation
Objectives:
Students will be able to:
Finish rough draft of essay
Self-edit essays
Peer-edit essays
Write final copy of essays
Standards Addressed:
Poudre School District Standards
Standard 2: Students write and speak for a variety of purposes and audiences
o 2.1 Students write and speak in a variety of genres
o 2.3 Use the steps of the writing process
o 2.5 Use a variety of strategies to organize written and oral presentation
Materials/Resources Needed:
Highlighters/markers
Green group book talks and journals
Anticipatory Set: The anticipatory set for the essay work is the balloon activity.
Objective/Purpose: The purpose of today’s class is to relearn essay writing, as well as
begin the next round of essays.
Check for Understanding: I will check for understanding by collecting and grading essays.
Guided Practice:
5-10 minutes: announcements
o Green group book talks and journals
o Word parts test next week
o Expectations of being prepared to class
15 minutes: complete rough drafts
10-15 minutes: self-edit
o 1st color=CCAPS (capital, comma, apostrophe, punctuation, spelling)
o 2nd
color=sentences (run-on, incomplete, sentence variety)
o 3rd color=inter- & intra- paragraph transitions
40 minutes: final draft
o Rewrite essay and turn-in
Management:
All classes
o Switch seats today in order to keep the classroom moving
1st period
o Dylan and Anthony must be on the opposite sides of the room
o Blake needs to be given tasks since he is very energetic and finishes before
everybody
o Cole is left alone since he has a lot of outside issues that prohibit him from
learning
2nd
period
o The Megans in the room need to be separated in order to control the
excess energy in the room.
5th period
o Spencer must be in the front since he is misplaced into pre-AP and needs
constant attention
6th period
o All instruction must be explained thoroughly and slowly since the class is at
a lower level.
o Brandon, Jaimi, and Gabi need to be close to the front of the room
o Dylan needs to constantly be moved to assist with his ADD
Reflection:
Today I needed to discuss my expectations of being prepared because I have
allowed students to waste time at the beginning of class to go to their lockers for
supplies.
The class went well today because I could see that students finally understood the
process of essay writing. After slowing things down and really breaking down the
essay, students seem to understand much more.
[Day 7 of unit]
Teacher: Ms. Forde
Subject Area: 7th grade Language Arts
Grade Level: 7th grade (45 minute class period)
Unit Title: Ms. Forde’s Essay Therapy & CSAP preparation
Objectives:
Students will be able to:
Define the final set of word parts for the quarter
Review the word parts from the quarter
1st & 6
th finish essays
Standards Addressed:
Poudre School District Standards
Standard 2: Students write and speak for a variety of purposes and audiences
o 2.1 Students write and speak in a variety of genres
o 2.3 Use the steps of the writing process
o 2.5 Use a variety of strategies to organize written and oral presentation
Standard 1: Students read and understand a variety of materials
o 1.4 Use a variety of word recognition skills and resources
Materials/Resources Needed:
Highlighters/markers
Word parts overhead
Reading cards
Word parts matching cards
Objective/Purpose: The purpose of today’s class is to work on essays and review word
parts
Check for Understanding: I will check for understanding by collecting and grading
essays. I will check for understanding by assigning clickers to students to ensure that they
understand the quarter’s word parts.
Guided Practice:
Periods 2nd
& 5th
o 5 minutes: announcements
Word Parts test Thursday and Friday
o 10 minutes: journal
Tell me about where you are in class right now. Are you confused
about anything? Am I moving too quickly? Too slowly?
o 10 minutes: word parts
Last set of word parts for the quarter
o 15 minutes: word parts review
Review word parts with cards
Each group gets a set of word parts that they must match together
… we will rotate groups every minute.
Periods 1st & 6
th
o 5 minutes: announcements
o 10 minutes: journal
o 25 minutes: essay work
Finish essays
Management:
All classes
o Switch seats today in order to keep the classroom moving
1st period
o Dylan and Anthony must be on the opposite sides of the room
o Blake needs to be given tasks since he is very energetic and finishes before
everybody
o Cole is left alone since he has a lot of outside issues that prohibit him from
learning
2nd
period
o The Megans in the room need to be separated in order to control the
excess energy in the room.
5th period
o Spencer must be in the front since he is misplaced into pre-AP and needs
constant attention
6th period
o All instruction must be explained thoroughly and slowly since the class is at
a lower level.
o Brandon, Jaimi, and Gabi need to be close to the front of the room
o Dylan needs to constantly be moved to assist with his ADD
Reflection:
I am glad that I worked on essays with 1st and 6
th period. I do not want them to
work at home on their essays because some of the parents write their essays for
them.
In regards to 2nd
and 5th periods, I should have found a different way to review
word parts. I think tomorrow for the other two classes I will do a clicker review.
[Day 8 of unit]
Teacher: Ms. Forde
Subject Area: 7th grade Language Arts
Grade Level: 7th grade (90 minute class period)
Unit Title: Ms. Forde’s Essay Therapy & CSAP preparation
Objectives:
Students will be able to:
Define the final set of word parts for the quarter
Review the word parts from the quarter
1st & 6
th work of essays
2nd
and 5th review CSAP materials
Standards Addressed:
Poudre School District Standards
Standard 1: Students read and understand a variety of materials
o 1.4 Use a variety of word recognition skills and resources
Standard 2: Students write and speak for a variety of purposes and audiences
o 2.1 Students write and speak in a variety of genres
o 2.3 Use the steps of the writing process
o 2.5 Use a variety of strategies to organize written and oral presentation
Materials/Resources Needed:
Word parts overhead
Word parts clicker review
CSAP jeopardy
Objective/Purpose: The purpose of today’s class is to review Word parts and to review
CSAP material in preparation for this month’s CSAP testing.
Check for Understanding: I will check for understanding by assigning clickers to students
to ensure that they understand the quarter’s word parts.
Guided Practice:
Periods 2nd
& 5th
o 10 minutes: warm-up
Apples to Apples
o 10 minutes: journal
What was your favorite childhood cartoon/television show?
o 60 minutes: CSAP review
Jeopardy review game
6 categories 2 rounds
Students will be paired
Periods 1st & 6
th
o 10 minutes: journal
o 30 minutes: essay work
o 10 minutes: Word Parts
Last set of word parts from the quarter
o 40 minutes: review word parts
Clickers
Students are assigned a clicker so that I know how much knowledge
they possess about the word parts.
Management:
1st & 6
th periods
o Clickers are a way of management so that I know students are participating
2nd
& 5th periods
o I will assign partners in order to reduce the amount of talking.
1st period
o Dylan and Anthony must be on the opposite sides of the room
o Blake needs to be given tasks since he is very energetic and finishes before
everybody
o Cole is left alone since he has a lot of outside issues that prohibit him from
learning
2nd
period
o The Megans in the room need to be separated in order to control the
excess energy in the room.
5th period
o Spencer must be in the front since he is misplaced into pre-AP and needs
constant attention
6th period
o All instruction must be explained thoroughly and slowly since the class is at
a lower level.
o Brandon, Jaimi, and Gabi need to be close to the front of the room
o Dylan needs to constantly be moved to assist with his ADD
Reflection:
The jeopardy review game worked great - - participation increased once students
realized there would be prizes. It was also a good idea to let them know that I
would not further review any information if the class already knew the
concept. The downside to the jeopardy game was that I did not manage the
classroom as well as I could have since 2nd
hour got very competitive.
The clicker review game worked much better than the review cards.
[Day 9 of unit]
Teacher: Ms. Forde
Subject Area: 7th grade Language Arts
Grade Level: 7th grade (90 minute class period)
Unit Title: Ms. Forde’s Essay Therapy & CSAP preparation
Objectives:
Students will be able to:
Test their knowledge of word parts for the quarter
Review CSAP material & practice
Finish essays
Standards Addressed:
Poudre School District Standards
Standard 1: Students read and understand a variety of materials
o 1.4 Use a variety of word recognition skills and resources
Standard 2: Students write and speak for a variety of purposes and audiences
o 2.1 Students write and speak in a variety of genres
o 2.3 Use the steps of the writing process
o 2.5 Use a variety of strategies to organize written and oral presentation
Materials/Resources Needed:
Word parts exam
CSAP booklets
Objective/Purpose: The purpose of today’s class is to test of the quarter’s word parts and
to review CSAP material in preparation for this month’s CSAP testing.
Check for Understanding: I will be checking for students’ understanding of word parts by
giving an exam. I will be checking for understanding about the CSAP material by having
the class take a practice exam.
Guided Practice:
Periods 2nd
& 5th
o 10 minutes: warm-up
Review word parts
o 10 minutes: journal
What’s your most embarrassing moment?
o 30-40 minutes: Word Parts Exam
Take exam and have students grade them in class
o 20-30 minutes: CSAP review
Take 2 practice exams from the purple practice booklets.
Periods 1st & 6
th
o 10 minutes: warm-up
o 10 minutes: journal
o 30-40 minutes: Word Parts Exam
o 20-30 minutes: essay work
Management:
1st & 6
th periods
o Clickers are a way of management so that I know students are participating
2nd
& 5th periods
o I will assign partners in order to reduce the amount of talking.
1st period
o Dylan and Anthony must be on the opposite sides of the room
o Blake needs to be given tasks since he is very energetic and finishes before
everybody
o Cole is left alone since he has a lot of outside issues that prohibit him from
learning
2nd
period
o The Megans in the room need to be separated in order to control the
excess energy in the room.
5th period
o Spencer must be in the front since he is misplaced into pre-AP and needs
constant attention
6th period
o All instruction must be explained thoroughly and slowly since the class is at
a lower level.
o Brandon, Jaimi, and Gabi need to be close to the front of the room
o Dylan needs to constantly be moved to assist with his ADD
Reflection:
The students did well on the word parts, but I wonder if there is a way they can
do word parts in a more meaningful way. The point of word parts is to build
vocabulary and reading comprehension, but I feel as though students are just
memorizing and then forgetting the information.
