Wayne County Schools 21st Century Instructional Lesson Plan
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1
2Wayne County Schools
st
21
Century Instructional Lesson Plan
NAME: Tyler Gatlin
Subject: Advanced Composition
th
Date: Day 36
Grade Level (s): 9
Grade
Standards/Objectives Addressed (NCSCOS)
1.01, 1.02, 2.02, 4.01, 4.02, 8.05
Essential Question(s) (In student-friendly terms)
What distinguishes poetry from prose?
How can works of fiction be used to convey ideas or beliefs about real historical events?
How can literature be used for social commentary?
Why do we fight wars?
What lessons can be learned from All Quiet on the Western Front, and how can they be applied today?
Pre-Assess/Anticipated Struggles (Look at student data to plan. What formative and summative assessment data
was used?)
Beginning of the unit.
Data has been collected based on the work completed in the Romeo and Juliet unit.
EVAAS data used for homogenous grouping.
Instructional Strategies
MAP Data
X
Questioning
X
Scaffolding
X
Text
Writing to Learn
X
Classroom Talk
X
Collaborative Group
X
Literacy Groups
X
Work
Learner Diversity
Type(s) of grouping used: _X_ small group ___ student pairs _X_ whole group _X_ Individual
How will you differentiate to meet the needs of all learners in your class?
How did you decide members of each group?
Whole Group:
Group 1:
Group 2:
Group 3:
Homogenous groups of 4 based on EVAAS data.
Engage (Anticipatory Set/”The Hook”)
Capture the students’ attention, stimulate their thinking and help them access prior knowledge. Consider
novelty, meaning and emotion.
Grammar warm-up.
Students given 8 sentences and asked to correct them on their own. We then go over and discuss as a class.
Instructional Practices Used in this Lesson
Coaching
X
Providing Directions/
X
Learning Centers
Instructions
Discussion
X
Providing
X
Teacher-directed Questions and
X
opportunities for
Answers
practice
X
Hands-on experiences
Direct Instruction
X
Modeling
Presentation
Testing
Other:
Suggested brained-based learning activities promoting the above Instructional Practices
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