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

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Name: Yekaterina Loseva

Subject/Time: 7 Grade Literacy AM(8:45-12:10)

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Date:11/13/2012

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: Identify examples tone used in a poem/stanza.
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. Romel Jermaine Britney Charvis Time

Do Now (aligned to lesson objective) or assessment: Directions:

9:00-9:05 5 Minutes

Read the Poem below and identify the tone the poet used.

I'm nobody! Who are you?

by Emily Dickinsonn I'm nobody! Who are you? Are you nobody, too? Then there's a pair of us -- don't tell! They'd banish -- you know! How dreary to be somebody! How public like a frog To tell one's name the livelong day To an admiring bog! A. B. C. D. Timid Comical Cynical Humerous

Timer Anchor Chart on Tone for Re-Teach

State Lesson Objective/Hook/Connection Last week we worked on identifying Reading the Objective for the day. tone and based on the test scores we noticed that we need to do some extra work to make sure that we get our class average up. Today we are going to use this class period to work on making sure we have a really solid understanding of tone.

Be really specific with this group when stating your expectation for the transition. Use Checklist for Transition if student are not on track they will repeat the transition whole group of individual. Make sure to Narrate

9:05-9:10 5 Minutes

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the transitions.

Timer Anchor Chart on Identifying Tone for reference The Hangman by Maurice Ogden.

I Do)/Teach: Check for Understanding: Station on Labeling Questions Students who do not need a re-teach Transitioning at Level 0. lesson on tone will transition at level 0 to the Computers to begin working on Listening and thinking about Compass Learning. Students who are how to identify tone. part of the re-teach will need to meet me at the table in the back. Shadow reading the poem The Hangman with the teacher. The Teacher will begin the lesson by going over the Anchor Chart on Tone. Listening and thinking about how to identify tone. The Teacher will pass out the poem The Hangman by Maurice Ogden. The Teacher will begin to read the poem and ask students to shadow her after each line. After reading the first stanza the teacher will model how to identify tone.

Computer Station Britney Donell Jason Javen Small Group ReTeach Romel Frankie Myiesha Jermaine

9:10-9:30 20 Minutes

Clipboard for Understanding

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: The Teacher and students will Reading the second stanza of continue to shadow read the second the poem and identifying the stanza of the poem. tone of the stanza using by highlighting or underlining Students will identify which tone is text evidence. being used in the stanza. TPS with their partners on the tone of the second stanza. Students will TPS with their partners on the tone of the second stanza. Continuing to shadow read the third and fourth stanzas Teacher will circulate with clipboard of the poem. and share out what she heard. TPS with their partners on the tone of the third and forth Teacher and students will continue to stanzas of the poem shadow read the third stanza and fourth stanza of the poem and write down how the tone in the third and forth stanza is characterized. Students will then TPS on the third and fourth stanzas while the teacher circulates and shares out.

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You Do /Link: Check for Understanding: Students will take turns reading the Reading the poem Father poem Father William by Lewis Carroll William by Lewis Carroll and in pairs. characterizing the tone of each stanza. After reading the first stanza the students will pause and characterize TPSs on the tone of each tone used in the stanza. stanza. Students will TPS on the tone of the stanza. Teacher will extend student thinking during the TPS and share out what she heard. Students will read the second stanza and characterize the tone used in the stanza. Students will TPS on the tone of the stanza. Students will continue to finish reading the poem pausing after each stanza to identify tone. Students will continue to TPS on the tone of each stanza. Teacher will share out what she heard after each TPS. Teacher will then ask students to complete a short worksheet from the re-teach binder based on the poem. Teacher will transition students to independent reading. When you transition to Independent Reading I want you to look for tone and big ideas in your independent reading books. Once you identify the tone or the big idea the author of your independent reading book uses I want you to put it on a post-it which we will share. Completing a short worksheet from the re-teach binder based on the poem.

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

9:30-9:55 25 Minutes

Reading Conference Binder Post-Its Organizers for each table

Students are transiting to independent reading and posting on tone and big ideas 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.

11:0711:57 50 Minutes

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 Listening to the tone postings their classmates made.

Try to choose frequent fliers to share out to reinforce their good work.

2:05-2:10 5 Minutes

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Exit Ticket

Exit Ticket (aligned to lesson objective) or assessment: Directions: Read the Poem below and identify which tone the author uses.

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

12:0012:05 5 Minutes

We Real Cool
By Gwendolyn Brooks The Pool Players. Seven at the Golden Shovel. We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon. A. B. C. D. Humorous Grim Timid Hopeful

Name: Yekaterina Loseva

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

th

Date:11/13/2012

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: Centers (Define Alliteration, Practice Identifying Alliteration, Words Their Way, and Odyssey)
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. Time

Do Now (aligned to lesson objective) or assessment: Do Now: At a Level 0 move to your centers with your groups

1:05-1:10 5 Minutes

Group A: Defining Alliteration Station-Ms. Loseva Demond Rickita Keith DaShai Eriyonna

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Group B: Practicing Identifying Less Obvious Alliteration in Poetry-Mr. Graham Diana Khaliya Joe Malik Ariel Group C: Words Their Way Vocabulary Station-Mrs. Stokes Jontea Octavia Lonnie Jerryon Tiffany Group D: Odyssey Station on Alliteration Jamaya Jeresa Taylor Devontea

Remember to vary voice and pitch Do NOT go high. (Use Re-Teach voice) Narrate frequent fliers. Demond and Jerryon

Students are entering the room and walking to their stations with their groups. Teacher is narrating students who are on track.

Timer Anchor Chart on How to Define Alliteration Note Taking Organizer on Alliteration

State Lesson Objective/Hook/Connection Last week we talked about Listening as teacher personification and allusion today we introduces the lesson and will be talking about another literary thinking about alliteration. device that is used in poetry alliteration. In our first station you will be working with me and we will focus defining alliteration. In our next station with you will be working with Mr. Graham practicing how to identifying less noticeable alliteration in poetry. In our Vocabulary Center you will be working with Mrs. Stokes on Words Their Way. In our computer station you will log onto Odyssey and work on alliteration activities. You will need to bring something to write with and your reading notebook. You can also bring your independent reading book if you finish your work early. Remember we only have 15 Minutes at each station so our transitions need to

Make sure to get through the lesson hook fast to ensure you have enough time in each center. Use Checklist for transitions. If students do not make a smooth transition to stations anticipate stating (this lesson is very important in helping us understand poetry we do not have much time so we need to focus on our learning by making smooth quick transition to each station at level 0). Make sure to Narrate the transitions.

1:10-2:10 60 Minutes

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be Level 0, quick, and as you transition be thinking about alliteration.

Timer Tape Anchor Chart on Alliteration Note Taking Organizer on Alliteration

I Do)/Teach: Check for Understanding: Station on Labeling Questions Transition students to first stations. Transitioning to centers at level 0. (When I say go we you will transition at level 0, to your first station you will Taping Notes into Notebook walk not run and make sure you have something to write with). Taking notes on in their Note Teacher will distribute Note Taking Organizer on Alliteration to students. Teacher will begin to go over Anchor Chart concentrating on explicitly defining alliteration. Teacher will explicitly state that alliteration is the repetition of initial consonant sounds in two or more words. Teacher will explain the purpose of alliteration is to make the reader read faster, this helps to add speed and intensity to the sentence. Teacher will also introduce students to examples of alliteration. Taking Organizer. Asking clarification questions based on the Anchor Chart and the Note Taking Organizer.

Students are working in mixed reading groupings. Anticipate the following students may struggle with alliteration based on pre-test data Jeresa Jerryon DaShai Joe Devontea Demond

1:05-2:10 15 Minutes Transition to Center (1 Minute) Introducin g Anchor Chart (4 Minutes) Practice Identifying Alliteration (10 Minutes)

Make sure these students have an explicit understanding the definition of alliteration Pull their Exit Tickets.

Clipboard for Understanding Poem Death of a Hired Man by: Robert Frost

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: Teacher will read the first line of the Students are listening as the poem and model for students how to teacher is reading the first line identify alliteration in the poem The in the poem Death of a Hired Death of a Hired Man. Man. Teacher will read the second line of the poem and students will TPS on what alliteration they notice in the second line. Teacher will go over the second line with the students and share out what she heard. Listening as teacher is reading the second line and TPSing on what alliteration they notice. Listening as the teacher shares out on what she heard.

Make sure that everyone is clear alliteration is not the repetition of letters but the repetition of sound.

Poem Death of a Hired Man by: Robert Frost

You Do /Link: Check for Understanding: Students finish reading the poem Death of a Hired Man by Robert Frost and practice identifying what alliteration they notice in the poem. Finish reading the poem Death of a Hired Man and practicing how to identify alliteration.

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Closing/Preview for next lesson/Share: Today we began talking about alliteration and practiced identifying less noticeable alliteration. Skitch App on IPAD Exit Ticket Exit Ticket (aligned to lesson objective) or assessment Listening and thinking about tone. Filling out their Exit Ticket and thinking about the definition of Alliteration. Make sure to use the results from the Exit Tickets to pinpoint who is struggling and who you will need to check during the next lesson.

2:05-2:10

2:10-2:15

Underline the alliteration used in the poem below. Harlem By Langston Hughes What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore And then run? Does it stink like rotten meat? Or crust and sugar over like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode?

Post-Its Organizer for each Table. Conference Binder

When you transition to Independent Reading I want you to look for examples of alliteration and tone in your independent reading books. Once you identify either alliteration or tone I want you to put it on a post-it which we will share.

Reading their independent reading books and labeling what tone the author uses

If the transition to Independent Reading is not smooth using the checklist we will practice making the transition to independent reading. Either whole group or individuals.

IR/ReTeach/Con ference Time 2:15-3:10

Remind students that to receive credit on their post-its they need to put their name on the post-its since this is for a grade.

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Closing/Share Pick two students to share with the class their posts on either alliteration or tone.

3:05-3:10 5 Minutes

Name: Yekaterina Loseva

Subject/Time: 7 Grade Literacy AM(8:45-12:10)

th

Date:11/14/2012

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: Define and Identify Alliteration used in poetry.
Mini-lesson/Vocabulary Lesson plan Materials Necessary Timer IPAD Skitch APP Do Now 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. Romel Jermaine Britney Charvis Jasmine M. Timer State Lesson Objective/Hook/Connection Last week we talked about Reading the Objective for the personification and allusion today we day. will be talking about another literary device that is used in poetry alliteration. Be really specific with this group when stating your expectation for the transition. Use Checklist for Transition if student are not on track they will repeat the transition whole group of individual. Make sure to Narrate Time

Do Now (aligned to lesson objective) or assessment: Directions: N/A Binder Activity

1:05-1:10 5 Minutes

Teacher is narrating students who are on track.

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the transitions.

Vocabulary Term: Alliteration Elmo Word Bank

Teacher will pass out the Word Bank on Alliteration. Teacher will introduce the term Alliteration to students and read the definition out loud. (2 Minutes) Teacher will ask students to go through the Word Bank and circle the words that fit with the definition and cross out words that do not without using dictionaries or thesauruses. (2 Minute) Teacher will circulate and share out what she is noticing. Students will finish the Word Bank using the dictionary and the thesaurus. (6 Minutes)

Listening as the teacher is reading out the definition for the term alliteration. Circling the words that fit with alliteration and crossing out words that do not belong without using dictionaries and thesauruses. Using the dictionaries and thesaurus

Make sure that each desk has a Dictionary and Thesaurus with the term alliteration.

9:05-9:15 10 Minutes

Anchor Chart on Alliteration Poem Dewdrops Dancing Down Daises by Paul McCann Dreams by Langston Hughes. Harlem by Langston Hughes.

I Do)/Teach: Check for Understanding: Station on Labeling Questions Students will transition to the meeting Students who are not area with seven students that need a transiting to meeting area are re-teach on Alliteration. writing a poem using alliteration. Students who are not in the small reteach group will have to write a poem using alliteration. Teacher will use the poem Dewdrops Dancing Down Daises as an example. Small group re-teach will transition. Students in Re-teach Group are: Transitioning at Level 0. Listening to the teacher as she goes over the Anchor Chart on Alliteration Taking notes in their notebooks on the Anchor Charts. Asking any clarification questions they may have regarding the Anchor Chart. Listening while the teacher

Angel on Compass Learning Re-Teach Group: Q.1 and Q. 2Keywuna Lewis Donell Malik M. Lonell Kearra Keilan

9:15-9:30 15 Minutes MiniLesson 9:30-9:40 10 Minutes Read Aloud

PoemShe Walks in Beauty by Lord Byron

Teacher will begin to go over the anchor chart on Alliteration. Students will be taking notes in their notebooks based on the Anchor Chart. Teacher will explicitly state that alliteration is the repetition of initial consonant sounds in two or more words.

Anticipate that they will need to practice the transition to the meeting area. Make sure when you transition them to let them know they need to position themselves in rows so that I can circulate

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Teacher will explain the purpose of alliteration is to make the reader read faster, this helps to add speed and intensity to the sentence. Teacher will also introduce students to examples of alliteration and model how to identify alliteration using the poem using the poems Dreams by Langston Hughes and Harlem.

reads the poem She Walks In Beauty and thinking about to how the rhythm of the teachers voice matches the poem.

and more through. Narrate while they are transitioning.

Students will transition back to their seats. Teacher will begin the Read Aloud from the poem She Walks in Beauty by Lord Byron while the students are listening and thinking how the rhythm of the teachers voice matches the poem. The Raven by Edgar Allan Poe We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: The Teacher and students shadow Students are shadow reading read the poem The Raven by Edgar The Raven with the teacher. Allan Poe. Pausing after each stanza and Teacher will pause after the first TPSing on the alliteration they stanza and have students identify notice in each stanza. what alliteration they noticed. Students will TPS as the Teacher circulates and extends understanding and share out. Teacher and students will shadow read the second stanza. Students will TPS on the alliteration they notice in the second stanza of the poem. Teacher will circulate and share out what she heard. Teacher and students will continue to shadow read stanza three and four. Students will stop after both stanzas and TPS about the alliteration they notice in the stanzas Make sure to not only shadow read the whole group but call on just the girls or just the boys to alternate the shadow. 9:45-9:55 Shared Reading

Harlem by Langston Hughes.

You Do /Link: Check for Understanding:

Circulate and check off the students who

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Students will read Harlem by Langston Hughes and underline the alliteration they notice in the poem.

Students will read Harlem by Langston Hughes and underline the alliteration they notice in the poem.

are still struggling so you can check in with them during Independent Reading.

Reading Conference Binder Post-Its Organizers for each table

Teacher will transition students to independent reading. When you transition to Independent Reading I want you to look for alliteration, tone, and big ideas in your independent reading books. Once you identify alliteration, tone, or the big idea 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 and big ideas 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. Try to choose frequent fliers to share out to reinforce their good work.

11:0711:57 (50 Minutes) IR/Confere nces

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 Exit Ticket (aligned to lesson objective) or assessment: Listening to the tone postings their classmates made. Students are completing their Exit Tickets at level 0 and thinking about defining alliteration.

11:5712:00 Share (5 Minutes) 12:0012:05 Exit Slip

IPAD Skitch App Exit Ticket

Name: Yekaterina Loseva

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

th

Date:11/14/2012

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: Identify alliteration in poetry.
Mini-lesson/Vocabulary Lesson plan

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Materials Necessary Timer

What is the Teacher Doing?

What are the Students Doing?

Do Now (aligned to lesson objective) or assessment: Directions:

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 Call on a frequent flier to read the objective. Be really specific with this group when stating your expectation for the transition. Use Checklist for Transition if student are not on track they will repeat the transition whole group of individual. Make sure to Narrate the transitions.

Time

1:05-1:10 5 Minutes

N/A

Timer

State Lesson Objective/Hook/Connection Yesterday we worked on defining Reading the Objective for the day. alliteration and today we are going to practice identifying alliteration.

1:10-1:15 5 Minutes

Anticipate for this day you may be leading a mini-lesson small group for students that are still struggling. If that is the case give students the poem have them independently identify the alliteration and have them try to write their own poems using alliteration.

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Timer Anchor Chart on Alliteration for Reference Lie Still, Sleep Becalmed By Dylan Thomas.

I Do)/Teach: Check for Understanding: Station on Labeling Questions Students will transition to meeting Listening as the teacher is area at level 0. reading Lie Still, Sleep Becalmed by Dylan Thomas. Teacher will pass out Lie Still, Sleep Becalmed By Dylan Thomas. Shadow reading the teacher. Teacher will begin to read the first stanza of the poem with the boys shadowing her. The teacher will pause and model how to identify alliteration in the first stanza. Listening while the teacher models how to identify alliteration.

Khaliya, Taylor, Lonnie, Jamya, and Eriyonna transition to computers during Mini-Lesson.

1:10-1:22 12 Minutes

Clipboard for Understanding

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: The Teacher and students will Reading the second stanza of continue to shadow read the second the poem and identifying the stanza of the poem. alliteration used in the stanza using by highlighting or Students will TPS on the alliteration underlining text evidence. they notice in the second stanza. TPS with their partners on the tone of the second stanza. Teacher will circulate with clipboard and share out what she heard. You Do /Link: Check for Understanding: Students will continue to the third Reading the third stanza in stanza in the poem and underline any the poem and underlining any alliteration they notice in the third alliteration they notice in the stanza. poem. Teacher will circulate for understanding.

Focus on scaffolding the following students: Demond Jerryon Malik Jeresa Rickita Octavia DaShai Circulate and check off the students who are still struggling so you can check in with them during Independent Reading.

Reading Conference Binder Post-Its Organizers for each table

Teacher will transition students to independent reading. When you transition to Independent Reading I want you to look for alliteration, tone, and big ideas in your independent reading books. Once you identify the tone or the big idea the author of your independent reading book uses I want you to put it on a post-it which we will share.

Students are transitioning to independent reading and posting on alliteration, tone, or big ideas 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.

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Check in with Jerryon and Demond on goals for the day.

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 alliteration, tone, or big ideas. Exit Ticket (aligned to lesson objective) or assessment: Underline any alliteration that you notice in the poem. Nothing Gold Can Stay By Robert Frost Nature's first green is gold, Her hardest hue to hold. Her early leaf's a flower; But only so an hour. Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay. Listening to the postings that their classmates made. Students are completing their Exit Tickets at level 0 and thinking about identifying alliteration.

Try to choose frequent fliers to share out to reinforce their good work.

2:05-2:10 5 Minutes

IPAD Skitch App Exit Ticket

2:10-2:15 5 Minutes

2:15-2:30 15 Minutes

After Read 180 Groupings List Vocabulary Term Sorrow (From the Raven)

Teacher will distribute thesauruses to students. Teacher will introduce students to the Synonym Map with the term sorrow. Teacher will give students one synonym for the term. Teacher will ask for students to come up with as many synonyms for the term sorrow as they can. Students will TPS with their partners on what words they came up with and expand their synonym map. Teacher and students will come up with a definition for the term sorrow.

Taking out their reading notebooks. Writing down as many synonyms as they can for the term sorrow. TPSing with their partners and adding on to their map. Using the Thesaurus to add more synonyms to their map. Students will come up with their own definition of sorrow based on the synonyms they came up with individually and as a class.

While circulating focus on the definitions they are coming up with and share the great ones with the class. Sorrow-Extreme grief Depression Distress Melancholy Sadness Suffering Pain Mourning Regret

2:30-2:45 15 Minutes

Poems She Walks In Beauty by Lord Byron The Raven by Edgar Allen Poe Clipboard for Checking

Teacher will introduce She Walks in Beauty by Lord Byron. (1 Minute) Teacher will ask the student to pay special attention to how the teacher matches the rhythm of her voice to the poem. After teacher finishes the read aloud students will TPS on what alliteration they noticed in the poem.

Listening while the teacher is reading and highlighting or underlining alliteration they notice in the poem.

Make sure to mark off students that are struggling in identifying alliteration.

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

TPSing on what they underlined for alliteration Shadow reading the poem with the teacher.

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TPS on what alliteration they can identify in the poem.

The Teacher will begin to read the Raven by Edgar Allan Poe. The students will shadow read with the teacher. After the first stanza the students will engage in a TPS on the alliteration they noticed in the poem. Teacher will circulate to extend student thinking and check for understanding. Teacher will read the second stanza and only have the boys shadow for the even lines and the girls shadow for the odd lines. Students will TPS on what alliteration they notice. Teacher will circulate and share out what she heard. Teacher and students will continue to shadow read stanza three and four. Teacher will pause after each stanza and students will TPS on the alliteration they notice in each stanza. Teacher will circulate to extend thinking and share out what she heard.

Closing Today we practiced identifying alliteration tomorrow we will be moving on to a new literary device used in poetry called assonance.

Students are thinking about how to identify alliteration.

3:10-3:15 5 Minutes

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Name: Yekaterina Loseva

Subject/Time: 7 Grade Literacy AM(8:45-12:10)

th

Date:11/15/2012

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: Define and Identify Assonance used in poetry.
Mini-lesson/Vocabulary Lesson plan Materials Necessary Timer Do Now 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. Romel Jermaine Britney Charvis Jasmine M. Timer State Lesson Objective/Hook/Connection Yesterday we spoke about alliteration Reading the Objective for the used in poetry today we will be day. working on defining and identifying another literary device that is used in poetry assonance. Be really specific with this group when stating your expectation for the transition. Use Checklist for Transition if student are not on track they will repeat the transition whole group of individual. Make sure to Narrate the transitions. Lewis and Angel to Compass Learning during Mini-Lesson Time

Do Now (aligned to lesson objective) or assessment: Directions: N/A Binder Activity

1:05-1:10 5 Minutes

Teacher is narrating students who are on track.

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Vocabulary Term: Assonance Elmo Word Bank

Teacher will pass out the Word Bank on Assonance. Teacher will introduce the term Alliteration to students and read the definition out loud. (2 Minutes) Teacher will ask students to go through the Word Bank and circle the words that fit with the definition and cross out words that do not without using dictionaries or thesauruses. (2 Minute) Teacher will circulate and share out what she is noticing. Students will finish the Word Bank using the dictionary and the thesaurus. (6 Minutes)

Listening as the teacher is reading out the definition for the term Assonance. Circling the words that fit with assonance and crossing out words that do not belong without using dictionaries and thesauruses. Using the dictionaries and thesaurus

Make sure that each desk has a Dictionary and Thesaurus with the term assonance.

9:05-9:15 10 Minutes

Anchor Chart on Assonance

Read Aloud Poem Excerpt from Bells by Edgar Allen Poe.

I Do)/Teach: Check for Understanding: Station on Labeling Questions Students will transition to the meeting Taking notes in their area. notebooks on the Anchor Charts. Teacher will begin to go over the anchor chart on Assonance. Asking any clarification questions they may have Students will be taking notes in their regarding the Anchor Chart. notebooks based on the Anchor Chart. Listening as the teacher Teacher will explicitly state that begins to Read Aloud an excerpt from Bells by Edgar assonance is the repeating vowel Allan Poe. sound used to set the mood of add to the meaning of the word. Thinking about assonance and paying close attention to Long vowel sounds will decrease the the rhythm of the teachers energy at that point in the poem and voice and the mood of the make the mood more serious. poem. Higher vowel sounds will increase the energy and lighten the mood. Teacher will begin the read aloud from Bells by Edgar Allen Poe.

Angel on Compass Learning Anticipate that they will need to practice the transition to the meeting area. Make sure when you transition them to let them know they need to position themselves in rows so that I can circulate and more through. Narrate while they are transitioning.

9:15-9:30 15 Minutes MiniLesson 9:30-9:40 10 Minutes Read Aloud

Fire and Ice by Robert Frost

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding:

Make sure to not only shadow read the

9:45-9:55 Shared

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Clipboard for Checking Understanding.

The Teacher and students shadow read the Fire and Ice by Robert Frost. Teacher will pause after the first few lines and have students identify what assonance they noticed. Students will TPS as the Teacher circulates and extending understanding and share out. Teacher and students will shadow read the second stanza. Students will TPS on the assonance they notice in the second stanza of the poem. Teacher will circulate and share out what she heard. Teacher and students will continue to shadow read the third stanza.

Students are shadow reading Fire and Ice with the teacher. Pausing after each stanza and TPSing on the assonance they notice in each stanza and the mood based on the assonance of the poem.

whole group but call on just the girls or just the boys to alternate the shadow.

Reading

Poem The Lotus Eaters by Alfred Lord Tennyson

Students will TPS and teacher will circulate and extend students thinking. You Do /Link: Check for Understanding: Students will read The Lotus-Eaters by Alfred Lord Tennyson and underline the assonance they notice in the poem. Students will read The LotusEaters by Alfred Lord Tennyson and underline the assonance they notice.

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

Reading Conference Binder Post-Its Organizers for each table

Teacher will transition students to independent reading. When you transition to Independent Reading I want you to look for assonance, alliteration, tone, and big ideas in your independent reading books. Once you identify alliteration, tone, or the big idea 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 assonance, alliteration, tone and big ideas 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. Try to choose frequent fliers to share out to reinforce their good work.

11:0711:57 (50 Minutes) IR/Confere nces

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 alliteration, tone, or big ideas. Exit Ticket (aligned to lesson objective) or assessment: Define Assonance? Listening to the postings their classmates made on either alliteration, tone, or big ideas. Students are completing their Exit Tickets at level 0 and thinking about defining assonance.

11:5712:00 Share (5 Minutes) 12:0012:05 Exit Slip

IPAD Skitch App Exit Ticket

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Name: Yekaterina Loseva

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

th

Date:11/15/2012

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 and identifying assonance used in poetry.
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 Call on a frequent flier to read the objective. Be really specific with this group when stating your expectation for the transition. Use Checklist for Transition if student are not on track they will repeat the transition whole group of individual. Make sure to Narrate the transitions. Timer Anchor Chart on Assonance Note Taking Organizer on Assonance I Do)/Teach: Check for Understanding: Station on Labeling Questions Students will transition to the meeting Transitioning to meeting area area. at level. Teacher will begin to go over the anchor chart on Assonance. Students will be taking notes in their notebooks based on the Anchor Chart. Taking Notes in the Note Taking Organizer on Assonance. Asking any clarification question they have on Lonnie and Taylor Compass Learning for Mini-Lesson sitting two seats apart to prevent distractions. 1:10-1:22 12 Minutes Time

Do Now (aligned to lesson objective) or assessment: Directions:

1:05-1:10 5 Minutes

N/A

Timer

State Lesson Objective/Hook/Connection Yesterday we spoke about alliteration Reading the Objective for the day. used in poetry today we will be working on defining and identifying another literary device that is used in poetry assonance

1:10-1:15 5 Minutes

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Teacher will explicitly state that assonance is the repeating vowel sound used to set the mood of add to the meaning of the word. Long vowel sounds will decrease the energy at that point in the poem and make the mood more serious. Higher vowel sounds will increase the energy and lighten the mood. Teacher will read the poem West Beast East Beast to the students. Teacher will read the first stanza of the poem with students shadowing boys odd lines girls even lines. Teacher will pause and model how to identify assonance in the poem.

Assonance.

Clipboard for Understanding West Beast East Beast By Dr. Seuss

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: Teacher and students will continue to Reading the second stanza of the poem and identifying the read the second stanza of poem and assonance used in the stanza TPS on the assonance used in the and how it affects the mood. poem and how it affects the mood of the poem. TPS with their partners on the assonance of the second stanza. You Do /Link: Check for Understanding: Students will continue to the third stanza in the poem and underline any assonance they notice in the third stanza. Teacher will circulate for understanding. Reading the third stanza in the poem and underlining any assonance they notice in the poem.

Focus on scaffolding the following students: Demond Jerryon Malik Jeresa Rickita Octavia DaShai Circulate and check off the students who are still struggling so you can check in with them during Independent Reading.

Reading Conference Binder Post-Its Organizers for each table

Teacher will transition students to independent reading. When you transition to Independent Reading I want you to look for assonance, alliteration, tone, and big ideas in your independent reading books. Once you identify the assonance, alliteration, tone or the big idea the author of your independent reading book uses I want you to put it on a post-it which we will share.

Students are transitioning to independent reading and posting on assonance, alliteration, tone, or big ideas 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.

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Check in with Jerryon and Demond on goals for the day. 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 alliteration, tone, or big ideas. Exit Ticket (aligned to lesson objective) or assessment: Define Assonance? Listening to the postings that their classmates made. Students are completing their Exit Tickets at level 0 and thinking about defining assonance. Try to choose frequent fliers to share out to reinforce their good work. Make sure to pull the Exit Tickets of students that are struggling. 2:05-2:10 5 Minutes

IPAD Skitch App Exit Ticket

2:10-2:15 5 Minutes

2:15-2:30 15 Minutes

After Read 180 Groupings List Vocabulary Word Bank on Assonance

Teacher will distribute thesauruses to students and the Word Banks. Teacher will ask students to go through the Word Bank and circle the words that fit with the definition and cross out words that do not without using dictionaries or thesauruses. (2 Minute) Teacher will circulate and share out what she is noticing. Students will finish the Word Bank using the dictionary and the thesaurus. (7 Minutes) Teacher will share out what words people are circling and crossing out as she circulates.

Listening as the teacher is reading out the definition for the term Assonance. Circling the words that fit with assonance and crossing out words that do not belong without using dictionaries and thesauruses. Using the dictionaries and thesauruses.

Make sure that assonance is in the Thesaurus otherwise you may just need to use a word that is in one of the poem or a word from Descartes that fits in with poetry. Anticipate that the Word Bank Activity will not take the full 15 Minutes then move on to the Read Aloud.

2:30-2:45 15 Minutes

Poems Excerpt from Bells by Edgar Allen Poe Fire and Ice by Robert Frost Lostus-Eaters by Alfred Lord Tennyson

Teacher will begin to read an Excerpt from Bells by Edgar Allen Poe. Students will listen as the teacher reads and pay close attention to the how the rhythm of the teachers voice matches the poem, and how the assonance in the poem changes the mood of the poem. Teacher and students will begin to shadow read the poem Fire and Ice by

Listening while the teacher is reading and highlighting or underlining assonance in the poem and thinking about how the assonance affects the mood of the poem. TPSing with their partners on what the assonance they notice in the stanzas and how it contributes to the mood of the poem.

Make sure to mark off students that are struggling in identifying assonance.

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

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Clipboard for Checking Understanding.

Robert Frost. Boys will shadow the teacher for odd lines girls will shadow the teacher for even lines. Teacher will pause after the first stanza and students will TPS on what assonance they notice in the stanza. Teacher will circulate and extend student thinking while checking off those who are still struggling. Teacher and students will read the second stanza. Students will TPS on the assonance the notice in they notice in the stanza. Teacher will circulate and share out. Students and teacher will read the third stanza together. Students will TPS on the last stanza and Teacher will share out what she heard while circulating. Teacher will introduce the poem Lotus-Eaters by Alfred Lord Tyson. Teacher and students will shadow read the poem. After the first stanza students will WPS on the assonance in the stanza. Teacher will circulate, extend, and check understanding. Closing Today we practiced identifying assonance tomorrow we will begin to get more into the theme of poetry.

While reading students will underline anytime they notice assonance in the poem.

Students are thinking about how to identify assonance.

3:10-3:15 5 Minutes