Military Families

Name: Fallon Keplinger
Date: 08/25/09
Period/Time: 1,3,5
Grade Level(s): 10
nstructional Level(s): 9-12
Curricular Area: English
Communicated Expectations for Behavior: :
(1) Respect self, staff, peers, environment (2) Appropriate language and volume (3) Stay in location (4) Stay on task (5) Stay Positive
Relevancy to Students’ Lives-using words to express emotion

Long Term Goal:
(1) Refine and extend conceptual understanding of new words
(2)Analyze and evaluate elements of text to facilitate understanding and interpretation
(3) Use correct sentence structure and vary sentence construction according to purpose

Transition/Warm Up:
Journal “Write about a time you did something to get noticed.”
Time: 5-7

AGENDA:
warm up, boggle, vocab, grammar,

Motivating Activity:
shoot n spell
Time: 3-5 min
Materials:
Pen, pencil, paper, markers, eraser, chalk, boggle game

Objectives
(1) Identify 3,4,and five letter words in the game
(2) Define vocabulary words
(3) Explore “Military Families”
(4) Analyze “Military Families”
(5) Create Response to text


Teaching Strategies (List strategy and detailed explanation.)
(I will…):
(1)Instructional Game
Provide students with a board game in which they have to identify words from scattered letters
Time: 3-5 minutes
(2) Direct instruction
Provide students with a list of vocabulary words to define. The students then must write a sentence for each vocabulary word.
Time: 10-15 minutes
(3) Individual Practice
Provide students with copy of text to read on their own
Time: 10-15 minutes
(4) Guided Practice
I will go over how to fill out a graphic organizer
Time: 5-10 minutes
(5) Independent Practice
Provide students with paper to construct response to text
Time: 10-15 minutes


Student Activities ((So the students can…):
(1) Write the vocabulary words (located in folder) on the board. Pass out dictionaries (located in the cart) and have the students look up the definition
(2) Pass out text so students can read the story independently
(3) Give an example of how to fill out a graphic organizer to organize text
(4) Pass out paper and have students write a response to text


Assessment used for this activity:
Observation, participation, and work sample

Connection to Previous and Future Lessons:
Launching lesson on form and expression

Summarizing Activity:
Essential questions

Formal or Informal Assessments Used:
Observation, work sample, participation

Transition Plan Out:
Clean up/ exit ticket

Special Modifications or Accommodations for Specific Students:
(1) Reading aloud to students if need be
(2) Providing graphic organizers to plan response to text
(3) Provide extra time to students to complete work

Reflective Questions
Will the pacing of this lesson go as planned?
Will the students participate/ enjoy the activities for this lesson?
Will the activities help the students understand the unit?
Is this lesson plan too ambitious?