Miss.SLessonPlans


 * LESSON PLAN 1**


 * **Name: Shardae Shipman**
 * Subject/ Grade:** 9th Grade English/Language Arts ||
 * **Class description:** This section should include level of ability (honors, GT, standard), total number of students, total number of students with accommodations (505, IEP, ELL, etc.)

1st period- 18 students, 4 with IEPs. 3rd period- 12 students, no students with IEPs. 4th period- 21 Students, 2 with IEPs. || Unit- Developing the five paragraph essay. Essential Question? How do we approach the writing process? How do we communicate our ideas effectively and cohesively when writing? || Projector Projection Screen Computer Lab Modifier Worksheet PBS NewsHour video clip http://www.pbs.org/newshour/extra/video/blog/2010/09/pay_for_performance_draws_diff.html || [] [] [|bl] [] Wikispaces.com || CCR Anchor Standards for Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. || SWBAT develop a one paragraph argument in response to a discussion question. || Students will begin class by reviewing last nights homework. (10 minutes) ||
 * **Unit of Study/Focus and Essential Question(s):**
 * **Materials:**
 * **Primary Media/Resources**
 * **MSC and BCPSS Indicator(s):**
 * **Lesson Objective(s):** The objective should be measurable, using Bloom’s taxonomy.
 * **Do Now/Warm Up/Drill:**
 * **Motivation/Transition:** This is a specific activity you will design to transition students from the Do Now/Warm Up into the day’s lesson. This activity should explain the relevance of the lesson and why the lesson is important while also engaging students and getting them interested in the topic.

Students will be asked log in to Todaysmeet and to answer the following questions before watching a video. Questions will be written on the board- What is education reform? What is standardized testing? When you hear the phrase "pay for performance," what does that mean to you? Teacher will ask students to share their thoughts. Teacher will also ask students to think about their own experiences in school and what qualities they think make a teacher effective or not so effective. Teacher will ask students to respond using Todaysmeet. ||
 * **Lesson Procedure:** Outline the lesson in a detailed manner below. Indicate whether activities are whole group, small group/pair, or individual. Include time allotted (pacing) for each activity:

Students are in 4 groups of 4 or 5.

1. Teacher will introduce and explain Independent Reading project by directing students to the 311 Independent Reading Wiki. Teacher will also answer any questions. (7 minutes)

2. Teacher guides entire class in discussion about education reform/ standardized testing etc... (10 minutes)

3. Teacher will display the discussion questions on a Google PowerPoint slide. Teacher will explain that each group will be assigned one discussion question and that each group is responsible for creating one blog post-one paragraph (5 sentences) argument in support of or against the question they were assigned. Students will also be required to find information on the web that will help bolster their claims Teacher will then call on students to read aloud each question. (6 minutes)

Discussion Questions 1. Do you think it's wise to seek change in schools by using money for teachers as leverage? Why or why not? 2. What are some ways you think education reform could be improved in the United States? 3. Do you believe you would receive a better education if your teacher were offered a bonus? Why or why not?

4. Teacher will play video clip “Pay for Performance.” (7 minutes). Students are still logged into Todaysmeet and are encouraged to comment during the video.

5. Each group will brainstorm ideas for their paragraph and decide how to answer question. Students will type paragraphs. (35 minutes).

6. Each group will present their findings to the class. Teacher will ask student what they notice is strong about each groups paragraphs. (15 minutes) || Teacher will review blog posts for understanding and make comments on each blog. ||
 * **Formative Assessment(s):** How will you check that your students have mastered the objective?
 * **Next Steps/Homework:**

Students are to read the article “Race to the top aims to overhaul the U.S education System”. They are to respond to the following in a 3-4 paragraph blog post- What is “Race to the Top?” How does it affect you? What is your reaction to it? Additionally, students are to browse around the bloggosphere to find out how other people are reacting to Obama’s initiative. Include this in your blog post. ||  ||  ||

**LESSON PLAN 2**

**Subject/ Grade:** 9th Grade English/Language Arts ||
 * **Name: Shardae Shipman**
 * **Class description:** This section should include level of ability (honors, GT, standard), total number of students, total number of students with accommodations (505, IEP, ELL, etc.)

1st period- 18 students, 4 with IEPs. 3rd period- 12 students, no students with IEPs. 4th period- 21 Students, 2 with IEPs. ||
 * **Unit of Study/Focus and Essential Question(s):**

Preteaching vocabulary from the first chapter of the Hunger Games. || Computer Lab Projector Projection Screen || [] (from phrase to image) [|http://www.wordia.com] [|http://www.pixton.com] [] http://www.wordreference.com/enfr/earnest || CCR Anchor Standards for Language. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. || Objective 1.1.4: The student will apply knowledge of word meaning, context, structure, and origin to define unfamiliar words. || Students will begin class by reviewing last nights homework. (10 minutes) ||
 * **Materials:**
 * **Primary Media/ Resources**
 * **MSC and BCPSS Indicator(s):**
 * **Lesson Objective(s):** The objective should be measurable, using Bloom’s taxonomy.
 * **Do Now/Warm Up/Drill:**
 * **Motivation/Transition:** This is a specific activity you will design to transition students from the Do Now/Warm Up into the day’s lesson. This activity should explain the relevance of the lesson and why the lesson is important while also engaging students and getting them interested in the topic.

Prior to students entering class, teacher will project nine sentences on the two projection screens in the classroom. Teacher will explain to students, after reviewing homework, that underlined words are new vocabulary words and will be seen in the first chapter of //The Hunger Games//. Teacher has been building interest in //The// //Hunger games// for the past two days and students will begin the novel tomorrow. Teacher will read each sentence aloud and then ask students if any of the underlined words are familiar and/or if they can offer up any definitions.
 * Modification for ESOL students-** they may use wordreference when attempting to define words. Teacher will also encourage students to use google translator to help them understand the sentences.

Sentences: 1. Edward Cullen was __earnest__ in his thoughts and words when he asked Bella to marry him.

2. Scout finch is often described as __pugnacious__ because she is always ready to fight.

3. The flight attendant was given __clearance__ to enter into the cockpit of the Boeing 747.

4. Movies that are as long as Avatar should have an __intermission__ so that movie goers would have the chance to go to the restroom without missing any of the film.

5. The plane was given __clearance__ to land after the flight tower let the pilots know that the runway was safe.

6. When Santana got her raise she began to __allocate__ a certain amount of her paycheck to be used for exotic vacations.

7. She became __indignant__ when the grocery store clerk dropped her carton of eggs onto the tile floor.

8. F rustrated by ambiguous instructions, the parents were unable to assemble the toy.

9. As she was walking down the street, Brishea had a great __epiphany__ and knew how to solve the problem. ||
 * **Lesson Procedure:** Outline the lesson in a detailed manner below. Indicate whether activities are whole group, small group/pair, or individual. Include time allotted (pacing) for each activity:

Students are working in pairs.

1. Teacher will read sentences aloud and ask students to first think to themselves about the meaning of each underlined words. Teacher asks students to offer up their ideas for definitions to Todaysmeet. (5 minutes)
 * MODIFICATION for ESOL students**- using word refernce and google translator students should be able to develop an understanding of the vocabulary words.

2. Teacher will explain to students that each pair will be defining their vocabulary words and coming up with an image that the word represents. First they will use wordia to define the words and then they will use pimpampum to come up with an image that represents that word. (20 minutes)

3. Teacher will ask each student share one definition and image. Every pair will continue to share until al vocabulary words have been discussed. (10-15 minutes).

4. Teacher will ask students to create a comic book or brief story board using Pixton.com. They must use 6 of the nine vocabulary words. (25 minutes)

5. Teacher will then ask 2 pairs of students to share their comics. Teacher will project comic onto main screen. (10 mins)

6. Teacher will ask one student to copy the transcript of Todaysmeet onto the class wiki so that all students will have access to it. ESOL students may want to translate the todaysmeet conversation to help them with their definitions. Students to send site address to their comics via twitter so that Teacher can retweet to classmates. (5 minutes) ||
 * **Formative Assessment(s):** How will you check that your students have mastered the objective?

Teacher will observe students during definition formation and discussion. Teacher will also look over student created comics to check for understanding. || Teacher will instruct students to add new words and corresponding definitions to their wiki vocab list. ||
 * **Next Steps/Homework:**

**Lesson Plan 3**

1st period- 18 students, 4 with IEPs. 3rd period- 12 students, no students with IEPs. 4th period- 21 Students, 2 with IEPs. || · How do sound and poetic elements contribute to a poem’s meaning? · How can I write in a way that will get across my meaning? || Sonnet 130 and 18 (Digital copies) Projector Projection screen Computer || [] [] [] [] || CCR Anchor Standard for Reading 4. **Interpret words and phrases** as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. || SWBAT rephrase a Shakespearean Sonnet into modern day speak in order to interpret its meaning. || Teacher will begin class by reviewing last night’s homework (10 minutes ). || Teacher will ask students what they think/know about Shakespeare. How do they feel about the language? Do they like it? Why or Why not? Is it challenging? Why or why not? Teacher will ask students to respond via Todaysmeet. Teacher will play two audio clips; one of Sonnet 130 and Sonnet 18. Teacher will ask students to write their reactions to each poem on todaysmeet. Teacher will ask students “what type of poems were those?” Teacher will allow students to do a web search to help them answer the question. (10 minutes) ||
 * **Name: Shipman**
 * Subject/ Grade: 9th grade English/Language Arts** ||
 * **Class description:** This section should include level of ability (honors, GT, standard), total number of students, total number of students with accommodations (505, IEP, ELL, etc.)
 * **Unit of Study/Focus and Essential Question(s):**
 * **Materials:**
 * **Primary Media/Resources**
 * **MSC and BCPSS Indicator(s):**
 * **Lesson Objective(s):** The objective should be measurable, using Bloom’s taxonomy.
 * **Do Now/Warm Up/Drill:**
 * **Motivation/Transition:** This is a specific activity you will design to transition students from the Do Now.
 * **Lesson Procedure:** Outline the lesson in a detailed manner below. Indicate whether activities are whole group, small group/pair, or individual. Include time allotted (pacing) for each activity:

Teacher will clarify what a sonnet is: “A sonnet is a form of poetry with fourteen lines and a specific type of rhyme also called a rhyme scheme. The last two lines of a sonnet will rhyme. The topic of most sonnets written in Shakespeare's time is love–or a theme related to love.” Teacher will project first sonnet 130, then sonnet 18 and ask students if both are love poems. Again teacher asks students to respond on todaysmeet. (5 minutes)

Teacher will place students into pairs and have them choose one line of sonnet 130 from a canister. (each strip of paper is numbered, number correlates to the order of lines in original sonnet). Students will be asked to re-write the sonnet into modern day “Teenage speak”. Teacher will instruct students to preserve the meaning and style of their line. Teacher briefly models example with first line. Teacher says: “My mistress’ eyes are nothing like the sun” we could change that to my girlfriend’s eyes are not warm and bright” “now think about words that someone your age would say that has the same meaning.” Students will post their translated lines onto the Room 311 Poetry Wiki in order. (15 minutes)

Teacher will read aloud the completed translated version and ask students if they agree that their version has preserved the poems original meaning. Students will suggest changes accordingly. (5 minutes)

Teacher will then have students repeat the same procedure with sonnet 18. Again groups will post to the Room 311 Poetry Wiki. Teacher will go over with students (15 minutes).

Teacher will say: “So now that you have heard both versions of Sonnet 130, 18, the original and your version, do you think they are both love poems? Why or why not? Which one do you think is the better love poem? Why?” Teacher will ask students to write a blog post in response to these questions. (10 minutes) ||
 * **Formative Assessment(s):** Teacher will collect journals and look over student writing about sonnets

Teacher will read blogs and assess student understanding through discussion. || Create a wordle with one of the sonnets. Pay attention to what words are in bold and larger font. Be prepared to discuss what words you like the most from the two sonnets and why. ||
 * **Next Steps/Homework:**

**Lesson Plan 4**

1st period- 18 students, 4 with IEPs. 3rd period- 12 students, no students with IEPs. 4th period- 21 Students, 2 with IEPs. || How do symbols extend the meaning of a text? || Computer Lab Projection Screen Digital Copies of //To Kill A Mockingbird// || [] Room 311 Language arts Wiki [] [] http://www.wikispaces.com/ || 1.2.1: The student will determine the contributions of literary elements in classical and contemporary literary texts. 1.3 Student will explain and give evidence to support perceptions about print and non print works. || SWBAT find symbol that represents a character, defend their choice with textual evidence and explain how this symbols contribute to the meaning of a literary text. SWBAT analyze a character from TKAM ||
 * **Name: Shardae Shipman**
 * Subject/ Grade: 9th Grade English/Language Arts** ||
 * **Class description:** This section should include level of ability (honors, GT, standard), total number of students, total number of students with accommodations (505, IEP, ELL, etc.)
 * **Unit of Study/Focus and Essential Question(s):Focus of the unit**
 * **Materials:**
 * **Primary Media/Resources**
 * **MSC and BCPSS Indicator(s):**
 * **Lesson Objective(s):**
 * **Do Now/Warm Up/Drill:** The drill can be related to MSA, grammar, usage, vocabulary, a previously learned topic, or to something related to what they will study today.

Students will respond to two question located on the projection screen via TodaysMeet: What is a symbol? Why do symbols matter**? (**5 minutes) ||
 * **Motivation/Transition:** This is a specific activity you will design to transition students from the Do Now/Warm Up into the day’s lesson. This activity should explain the relevance of the lesson and why the lesson is important while also engaging students and getting them interested in the topic.

Students will go around the circle sharing their responses first to what is a symbol then to why do symbols matter. Teacher will guide students in developing there own definitions for symbol by asking these questions: where have you seen symbols before? Humans use symbols all the time, can you think of some? How might an authors use symbols? Based on what we have read in //To Kill a Mockingbird// thus far, have we seen any symbols yet? Teacher will have one student type the definition of symbol (as defined by the class) onto Room 311 Language arts Wiki. (10 minutes) ||
 * **Lesson Procedure:** Outline the lesson in a detailed manner below. Indicate whether activities are whole group, small group/pair, or individual. Include time allotted (pacing) for each activity:

Students will be placed in predetermined groups of three to four students. Group 1 Calpurnia, Group 2: Dill Group 3- Boo Radley, Group 4 Miss caroline Group 5- Jem, Group 6-Atticus

1. Students will be asked to design either a facebook page or a Wiki for one of the following characters from TKAM- Calpurnia, Dill, Boo, Miss Caroline, Jem, or Atticus. Students must include- an image that would serve as a symbol that represents that character. That characters likes and dislikes as supported by the text, and a description of that character written from his/her point of view. Additionally, create two photo albums, of at least 5 pictures each. The first album should tell us more about the setting of Maycomb, AL as your character would have seen it. The second album must have pictures of places and/or things you believe would be important to them today;- each photo should have a brief caption explaining why that picture is in the album. Must have evidence from the text to justify everything on your profiles. Lastly, all group members will be expected to present some part of the project. (45 minutes)

2. Students will present there profiles. Students must tweet the link to their pages to their classmates too. Students are aloud to give feedback to their peers during this time. (25 minutes) ||
 * **Formative Assessment(s):** How will you check that your students have mastered the objective?

Teacher will provide feedback on student created profiles. || Students are to read chapter 15 in digital copy of TKAM and make public notes available to teacher. ||
 * **Next Steps/Homework:**

**Lesson Plan 5- Visionary**

1st period- 18 students, 4 with IEPs. 3rd period- 12 students, no students with IEPs. 4th period- 21 Students, 2 with IEPs. || How do symbols extend the meaning of a text? || [] 1.3 Student will explain and give evidence to support perceptions about print and non print works. || SWBAT analyze how word choice influences a readers perception of the text. ||
 * **Name: Shardae Shipman**
 * Subject/ Grade: 9th Grade English/Language Arts** ||
 * **Class description:** This section should include level of ability (honors, GT, standard), total number of students, total number of students with accommodations (505, IEP, ELL, etc.)
 * **Unit of Study/Focus and Essential Question(s):Focus of the unit**
 * **Materials:**
 * Hologram machine**- This machine works in conjunction with the Computer Table 5.0. It projects images that are able to interact with students in real time. For example, if students wanted to interview Shakespeare the Hologram machine would project a life like image of Shakespeare that was able to answer questions and have dialogue. This softeware is intuitive and must be connected to some type of internet connection. Thanks to a special algorithm this program filters through tons of data to arrive at the most realistic responses to student questions.
 * Computer Table 5.0**- The computer table is a round table that seats a class of 10 students. While each student has their own computer surface immediately in front of them, the center of the table projects a computer screen into the space above the table. This projected image rotates and can be manually manipulated. ||
 * **Primary Media/Resources**
 * Skype 9.0**- allows for members of the education community to be in several different locations but visible simultaneously. Additionaly, this version of skype projects 3D life like images of its users into the classroom.
 * MyLounge**- similar to todaysmet but can be made public very easily. Also it can be manipulated without the use of a computer it just uses fingerprint recognition technology. It is also 3D. ||
 * **MSC and BCPSS Indicator(s):**
 * **Lesson Objective(s):**
 * **Do Now/Warm Up/Drill:** The drill can be related to MSA, grammar, usage, vocabulary, a previously learned topic, or to something related to what they will study today.

Students will review their most recent research projects with one another via skype 9.0 in the education community room. Teacher will help facilitate (15 minutes) ||
 * **Motivation/Transition:** This is a specific activity you will design to transition students from the Do Now/Warm Up into the day’s lesson. This activity should explain the relevance of the lesson and why the lesson is important while also engaging students and getting them interested in the topic.

Teacher will guide students into the classroom where students will take their seats around hologram/ projection table. Teacher will ask students to create a word map beginning with the word vernacular/slang. Students will begin searching the web for words associated with the original one and manually slide new words into the air above the projection table. As students do this a 3D word map will be formed. Students will make the word map public to the education forum, where others in the education community may add or challenge any word listed. (7 minutes) ||
 * **Lesson Procedure:** Outline the lesson in a detailed manner below. Indicate whether activities are whole group, small group/pair, or individual. Include time allotted (pacing) for each activity:

1. Teacher will ask students to think back to when they read Mark Twain’s Huckleberry Fin, teacher will ask students to discuss how they feel about the vernacular used in the text: was it offensive? Do you think it was appropriate? Should we go back and change the use of the N-word in the text if it pleases people? Students are logged into MyLounge where they post their responses. (the conversation is closed off to the education community but will be made public after students have developed their ideas). (5 minutes)

2. Teacher will ask students to listen to a podcast from NPR entitled “Should The N-Word Be Purged From Mark Twain’s Classic?” Students will write their comments and dialogue with each other via MyLounge. This time student comments are being made public to the education community who will also be listening to the same podcast. Teacher will also instruct students to do searches about the N-word’s origins, search slavery, KKK, and then civil rights. (18 minutes).

3. Teacher will encourage students to share out their comments by physically enlarging any posts they thought were particularly interesting. Teacher will also ask students to look around the web to see what people are saying about this topic. (5 minutes)

4. Teacher will then ask students to take a minute to come up with a question that they would like to ask Mark Twain- questions may be about the language he chose to use or how he feels about the fact that his book might be censored. Questions will be posted to MyLounge- students are not aloud to ask the same question twice. (5 minutes).

5. Using the hologram machine, a 3D life like image of Mark Twain will appear in the air above the center of the hologram/projection table. Students will ask their questions and receive answers from Twain. They are to continue to post their thoughts and then write a 2 paragraph blog post on how their responses to the first few questions have changed now that they have researched- was it offensive? Do you think it was appropriate? Should we go back and change the use of the N-word in the text if it pleases people? (25 minutes) || Teacher will dialogue with the education community to decide if students mastered the objective. Additionally, teacher will review the comments made in MyLounge during class to make sure students are paying attention. ||
 * **Formative Assessment(s):** How will you check that your students have mastered the objective?