D A I L Y D O UB L E P L A N

Name: Caitlin Sherlock Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Subject/Time:

Date: March 11, 2013

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): -Students will collect Do Now at the door. Good morning! You should have picked up your Do Now at the door. For our Do Now we will be reviewing our text structure. You will read this passage about the chicken pox. Then, you will answer the questions that follow. This will be done at a level 0 and your will have 4 minutes. Begin. -Teacher will circulate narrating time and student work. -Class will discuss answers. State Lesson Objective & Lesson Agenda Today we are going to read in our small groups using a different reading strategy! Then we are going to introduce new vocabulary! You Do Independent Practice: Check for Understanding: Before (Monologue/Dialogue) (10): -Students will be directed to take their before activity out of the folder and place the do now in the folder. For our before activity, we are going to look at a photo from the chapters we will be reading today. Your job is to create a monologue or a dialogue of the characters in the photo. Blue group, you are creating a monologue for Lady Mary talking to the royal family and green group you are creating a dialogue between the 3 men in the photo. Before you begin, you first must define what a monologue or dialogue is. This will be done at a level 0 and you will have about 8 minutes to do this. CFU: Green group, what are you creating for your photo? Blue group, what are you creating for your photo? Begin! -Time will be projected -Teacher will narrate time and student work -Teacher will issue warnings and consequences when necessary. -Teacher will give 2 minute warning -Teacher will countdown for students attention -Class will share out and discuss Questions: Why did your characters say this? What do you think is happening in that photo? Why did Lady Mary say this? -Students will be directed to put their worksheet in the folder and take out active reading note cards. We Do Guided Practice: Check for Understanding: Active Reading: Magnet Summary (25) For our active reading today, we will be doing a magnet summary. This is called a magnet summary because the important pieces of information is attracted to the big ideas. Now, each group member is going to get a note card. Each note card has a different concept or person. While you are reading, you will write 5 details about your person or concept on the note card. Each group member will be writing in a different color marker. So please make sure each group member has a note card. We will be Students are working on their Do Now at a level 0. They are reading the passage, deciding which text structure is being used, listing the symptoms of chicken pox, and deciding what is not a cause of the chicken pox. Students who come in late may not make up their do now.

Students are completing their before activity at a level 0. Before activities are differentiated according to NWEA, classroom assessments and RIT> Green group: Making an inference about a photo and creating a dialogue between the men in the photo. Blue group: Creating a monologue for Lady Mary.

Students are reading actively with their group at a level 1. Students are writing 5 details about their person or concept on their note card. Groups/texts are differentiated according to NWEA, RIT, and classroom assessment. Green group: American Plague Blue group: Dr. Jenner and the Speckled Monster.

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Objective(s) SWBAT: 1. Define key terms of epidemics and how we treat sickness Identify key topics and how the evolve over the course American Plague and Speckled Monster.

2.

reading at a level 1 for the next 25 minutes. CFU: How many details do you need about your person or concept? Where are you writing these details? Begin reading with your group. -Directions are projected -Teacher is circulating narrating time and student work. -Teacher will issue warnings and consequences when necessary. -Teacher will give pods group grades -Teacher will give 2 minute warning -Teacher will countdown for students attention. After Reading (Magnet Summary (6): Now, at a level 0, you are going to write a 2 sentence summary or your person on the back of the note card. CFU: How many sentences is our summary? Be prepared to share out. You will have 4 minutes to do this. Begin. -Teacher will circulate narrating time and student work. -Teacher will countdown for students attention -Teacher will cold call for students to share out and will not let students opt out. -Students will be directed to put their summaries in their group folder and to put their books in the middle of the pod. I Do Input (1-2 Key teaching points): Check for Understanding: Vocab 5 Column Notes (20): -Teacher will have passed out 5 column notes while students were writing their summary. It is now time to introduce new vocabulary words for our unit. These words will helps us understand more about epidemics and what we are reading. We will be completing our 5 column notes with our prediction of the definition. While we are going through this mini-lesson, the expectations are that we are at a level 0 and are completing our notes. What are the expectations? Lets begin. -Teacher will go through vocab mini-lesson. -Teacher will have students share out predictions and ask students why they made that prediction. -Teacher will countdown before switching slides. -Teacher will ask students to read slides.

Students are writing their 2-sentence summary on their person/concept at a level 0 on the back of their note card.

Students are completing their 5 column vocabulary notes (word, part of speech, prediction, definition, and understanding) at a level 0. Students are explaining their thinking behind their predictions.

Modifications/ Accommodations Before and after reading activities are differentiated according to classroom assessment, NWEA, and RIT. Reading groups/texts

Exit Ticket (aligned to lesson objective) or assessment: -Teacher will pass out exit slip. For our exit slip we are going to practice our new vocabulary. You are given 3 words and you have to fill in the blanks using those 3 words correctly. This will be done at a level 0 and will be collected as you leave class. Begin. -Teacher will collect exit slip.

Students are working on their exit slips at a level 0. Students are reading sentences and filling in the blanks with new vocabulary words.

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are differentiated according to classroom assessment, NWEA, and RIT.

Materials & Technology -Small group reading materials (folder, before, during, after) -Vocabulary PowerPoint -5 column notes

Closing/Preview for next lesson: Tomorrow we will introduce a new grammar concept and take a closer look at some primary sources!

Homework: NONE