Teacher: Kever, Londa Instructional Focus: World Lit; Reading Comprehension; Vocabulary Development Performance Indicators Students will do the following tasks: *Demonstrate knowledge of technology to submit/share documents with one another and with the instructor. *Exhibit 21st century skill of focus on bellwork. *Exhibit 21st century skill of self- awareness in monitoring reading goals. *Expand both their general and domain-specific word base. *Manage their independent reading by monitoring their progress throughout the week, documenting their results, and reflecting on their level of achievement of the goals. *Exhibit 21st century skill of prioritizing. *Be respectful, responsible, and reach rigorous standards.
Instructional Strategies X Bell work X Brainstorming review X Analysis of literature X Read-alouds. X class discussions. X Study cards. X Scaffolding with pictures of Greek historical figures.
Common Core Standards Applied VA 9.6 Students will acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, listening, and speaking at the college and career readiness level . . . In-class Procedures Monday *Bellwork *Submit Reading Log via technology (link on PRHS Website/Mrs. Kevers Weebly) *Update Reading Record (as needed) via technology *Share Reading Record with parent via technology *Student-led library visits as determined by students Tuesday *Bellwork *Read vocabulary. *Brainstorming review of literary elements in epics. *Analyze elements in excerpt from Book 1 in The Odyssey: *opening invocation, *appeal to a Muse, *
Wednesday *Bell work *Make vocabulary cards. *Analyze elements in excerpt from Book 2 in The Odyssey. Thursday *Bell work *Vocabulary assessment via Technology (Schoology) *Analyze elements in excerpt from Book 3 in The Odyssey. Friday *Bell work *Analyze elements in excerpt from Book 4 in Materials/Resources X Chromebook X website X whiteboard X projector X library books X literature book
Assessment Strategies X reading log X reading record X observation homework vocabulary cards X teacher-made quiz/test
Adaptations X verbal prompts X audio and visual reinforcement X modified expectations X positive reinforcement
Additional Support:
Teacher scaffolding. Repeated instructions.
Possible reading accommodations: *Playaways and cds which read a book to student. *Lower weekly reading goals (<150), if requested. *Lower semester book goals. (< 10 books) *Books that are < 200 VA 9.4c Students will learn how to consult general and specialized reference materials (dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. RL 9.4 Students will determine the meanings of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. RL. 9.6 Students will analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL 9.10 By the end of Grade 9, students will read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. L9.5 Students will demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L9.5a Students will interpret figures of speech (similes, metaphors, idioms, personification, euphemisms, oxymorons, etc.) . . . The Odyssey. *New vocabulary list.
Students Weekly Homework: *Students read 150 or more pages in a student-selected book and keep track of the pages read daily. Note: Each student should be finishing a book 200 or more pages--every 10-14 days to meet his/her goals.
pages to qualify. Possible vocabulary accommodations: *Student does not include entire def. on vocab cards. *Student types definitions in English Lab. *Student cuts out definitions and attaches to cards. Class accommodation: *Instructions are broken into smaller chunks. *Instructions are repeated.