D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

Name: Yekaterina Loseva

Subject/Time: 7 Grade Literacy PM (1:05-3:10)

th

Date:11/1/2012

Common Core Standard: M.RWL.g making conceptual connections between known and unknown words, using word structure, word relationships, or context 7.L-4a, 4b, 4d, 5b 8.L-4a, 4b, 4d, 5b SWBAT: Defining examples of tone.
Mini-lesson/Vocabulary Lesson plan Materials Necessary Timer What is the Teacher Doing? What are the Students Doing? Accommodations Modifications Anticipations State Expectations before students enter the classroom. Follow the check list for transitions within st the 1 minute of students entering the classroom. State Expectations, Circulate, and Scan. Remember to vary voice and pitch Do NOT go high. (Use Re-Teach voice) Narrate frequent fliers. Demond and Jerryon Timer Anchor Chart on Tone for Reference Elmo Tone Examples Definition Sheet Dictionaries Thesauruses State Lesson Objective/Hook/Connection Yesterday we worked on defining tone Reminding the teacher what tone is and how authors use and practiced defining and finding tone. synonyms for different examples of tone authors use. I noticed that many people struggled and did not have enough time to define all the tone examples, I thought that we would go over those examples today to make sure that we know what all the words mean so we can start using that vocabulary when we talk about poetry. Be really specific with this group when stating your expectation for the transition since you are very short on time for the MiniLesson. Use Checklist for Transition if student are not on track they will repeat the transition. Make sure to Narrate the transitions. Make Sure students have Dictionaries and Thesauruss on their desk before class. 1:10-1:15 5 Minutes Time

Do Now (aligned to lesson objective) or assessment:

1:05-1:10 5 Minutes

On the Board: At Level 0, take out your materials and wait for further instructions from your teacher.

D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

Timer Anchor Chart on Identifying Tone for Reference Elmo IPAD for Definition Model

I Do)/Teach: Check for Understanding: Station on Labeling Questions Teacher will begin the lesson by Listening and thinking about modeling the definition of optimistic different examples of tone. and listing three synonyms for optimistic. Listening and taking notes on Optimistic tone as the teacher Teacher will circulate throughout the models the definition and modeling to ensure that all students synonyms. are on task. Writing if the tone the teacher defined is positive or Teacher will ask for students to write down if the tone is positive of negative negative. based on the definition and synonyms. Asking clarification questions. Teacher will circulate and share out.

Since you have very little time for the mini-lesson distribute the materials they need before they enter the classroom so they are good to go for the mini-lesson. Anticipate that Malik Khaliya Eriyonna Diana Ariel Taylor Finished the Definitions and can move into indentifying tone station with Mr. Graham.

1:10-1:22 12 Minutes Modeling Definition and Synonyms to students (1Minute) Modeling finding the definition while students find synonyms (1 Minute) Students Completin g 4-5 Independe ntly (2 Minutes) TPS on 4 and Teacher Share Out (1 Minute) Students Completin g 6-8 Independe ntly. (2 Minutes) TPS on 6 and Teacher Share Out (1 Minute) Students Completin g 9-10 Independe ntly. (2 Minutes) TPS on 9 and Share Out (1 Minute)

D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

Clipboard for Understanding

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: Teacher will model finding the Finding synonyms for the term Cynical using the definition for number 3; students will Thesaurus. be responsible for finding the synonyms for the word. TPS with their partners on the synonyms they came up with Students will TPS on synonyms and for the term Cynical. teacher will share out to the class. Completing numbers 4-5 independently and sharing Students will complete numbers 4-5 out on the definition and independently. synonyms on number 4. Students will share out on number 4 in a TPS. Teacher will share out to the group. Teacher will circulate and scaffold student thinking. Listening and taking notes as the teacher is sharing out on what she heard during circulation.

Anticipate the following students may struggle with defining examples of tone make sure you go to them first when check for understanding. Devontea Demond Octavia Jeresa Jerryon Keith Lonnie Jemaya While circulating make sure that you extend thinking using the appropriate sentence stems. Note: People who did not pass EXIT TICKET Octavia Devontea Jeresa

You Do /Link: Check for Understanding: Students will complete numbers 6-8 independently. Students will TPS on number 6. Teacher will circulate and share out what she heard. Students will complete numbers 9 and 10. Students will share out on number 9. Teacher will circulate, scaffold thinking, and share out what she heard. Completing numbers 6-8 independently. TPS with their partners on the term melancholy. Listening and taking notes on the teacher sharing out what she heard while she circulated. Completing numbers 9-10 independently, and sharing out with their partners in a TPS. Listening and taking notes as the teacher shares out what she heard.

Circulate and check off the students who are still struggling so you can check in with them during Independent Reading.

D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

Reading Conference Binder Post-Its Organizers for each table

Teacher will transition students to independent reading. Teacher will model the expectation on what the post-its should include and what language to use. (The tone I noticed the author use was blank because my text evidence is blank) Teacher will emphasize that the expectation is that students are using the new vocabulary for tone examples in their post-its. When you transition to Independent Reading I want you to look for tone in your independent reading books. Once you identify the tone the author of your independent reading book uses I want you to put it on a post-it which we will share.

Students are transiting to independent reading and posting on tone that they notice in their independent reading books.

Make sure to circulate for on task and content. Use the transition Checklist to make sure that all students are on task. If you cannot check off every box on the check list anticipate practicing the transition. If necessary anticipate moving Demond and Jerryon to islands so they can concentrate. Give them their goals for the lesson and do a quick behavior check in

Post-Its Organizer from each table

Closing/Preview for next lesson/Share: Teacher will pick three post-its to share out that did a great job of showing tone with text evidence/context cues. Exit Ticket (aligned to lesson objective) or assessment: There is a place in London, England, where you can meet many famous (and infamous) people. You can meet kings and queens, presidents and their ladies, and theater and movie stars. All of the people are wax likenesses of many of the world's best-known figuresboth good and evil. Madame Tussaud's Wax Museum on Baker Street began during the time of the French Revolution by Marie Grosholtz, who was married to a man named Francois Tussaud. What is the tone of this passage? A. B. C. D. Humorous Suspicious Informational Sarcastic Listening to the tone postings their classmates made.

Try to choose frequent fliers to share out to reinforce their good work. Make sure to mark the students that are still struggling.

2:05-2:10 5 Minutes

Exit Ticket

Students are completing their Exit Tickets at level 0 and thinking about why as a reader it is important to identify tone.

2:10-2:15 5 Minutes

2:15-2:30 15 Minutes

After Read 180 students who are left will continue IR After Read 180 Groupings List Vocabulary Term Characterize Teacher will distribute Thesauruses to students. Teacher will introduce the Synonym Map and model adding one synonym. Students are listening as the teacher is introducing the Synonym Map and thinking about which words are synonyms for characterize. 2:30-2:45 15 Minutes

Anticipate that the Synonym Map activity will not take the entire 15 minutes

D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

(2 Minutes). Activity Synonym Map Teacher will ask students to list as many synonyms as they can for characterize. (1 Minute) Teacher will ask students to use the Thesaurus to expand their Synonym Map. (3 Minutes) Teacher will circulate and scaffold students. Teacher will ask students to TPS on what synonyms they came up with. (1 Minute) Based on the synonyms that the students identified they will be asked to come up with a definition for the term characterize. (2 Minutes) Students will TPS on the definition they came up with. (1 Minutes) Both teacher and students will create a joint definition for the term characterize. (2 Minutes)

Students will use the thesaurus to come up with as many synonyms for characterize as they can. Students are TPS with their partners about what they wrote. Students will come up with a definition of characterize. Students will TPS on the definitions they came up with.

State the expectations that from now on when we are speaking about poetry we want to use the term characterize. Synonyms Looking For: Define Brand Identify Represent Symbolize Describe Depict Categorize Portray Definition: To point out the chief quality or qualities

Poems Lonesome Place by Langston Hughes. Nothing Gold Can Stay by Robert Frost. Clipboard for Checking Understanding.

Teacher will introduce the poem Lonesome Place to students. (1 Minute) Teacher will ask the students to predict what the poem will be about based on the tile. (2 Minutes) Teacher will read the first stanza of the poem and model identifying tone to students. (2 Minutes) Teacher will ask students to read the second stanza and analyze what tone the author used. Girls will read the odd lines and Boys will read the even lines. Students will then TPS with their partners on the tone of the second stanza. Teacher will circulate and extend thinking while students are TPS. Teacher will ask students to read the third stanza of the poem and identify tone based on context cues. Boys will read the odd lines, Girls will read the even. Students will TPS on the third stanza. Teacher will introduce the second

Listening while the teacher is reading and highlighting or underlining key concepts. Students are TPS on the tone of the second stanza. Students are reading and TPS on the third stanza of the poem.

Make sure to include a glossary for terms that may be unfamiliar to students Based on the Exit Ticket you can model shifting tone to this group of students. Throughout the lesson teacher will ask students extension questions to think about during their TPS like what place do you think Langston Hughes is talking about in Lonesome Place. In the poem Nothing Gold Can Stay why does Robert Frost talk about green being gold what does that mean. Note: Make sure that you only focus on tone with the group since you will also

2:45-3:10 Read Aloud and Shared Reading

Students are reading the second stanza and analyzing what tone the author used. TPS on what tone the author used. Students are reading the third stanza and citing context cues that are helping them identify tone. Students are sharing with their partners how they chose the tone on the thirds stanza of the Langston Hughes poem. Students are predicting what the poem will be about based on the title.

D A I L Y D O UB L E P L A N ( M OD I F I E D

W I TH MI NI - L E S S O N F OR M A T )

poem Nothing Gold Can Stay by Robert Frost. Teacher will ask students to analyze the title and predict the tone of the poem and what the poem will be about. Students will TPS on the title of the poem. Teacher will begin to read the first stanza students will shadow in the reading of the poem and analyze the poem stanza by line looking for tone. Teacher will ask students to TPS on the second stanza and analyze using context cues and identify the tone.

Analyzing the tone of the first and second stanza and sharing their thoughts based on context cues and text evidence with their partners. Thinking and about if the tone in the tone of the poem has stayed the same or changed.

use the Robert Frost Poem for your lesson on sound.

Closing Today we analyzed why writers use tone this is going to be very important to remember while we read poems because the tone can tell you a lot about the poem and the writers feelings.

Students are thinking about the tone writers use and what tone can tell the reader about the authors feelings.

3:10-3:15 5 Minutes