Professional Documents
Culture Documents
Day 5 of 9, Week 2 of 3
Plan Type: Full Detail
Content Requirement Satisfied: Model Text and Mentor Text
Essential Question:
1. Who is my audience?
2. How can words be powerful?
5. How can words illuminate something for their audience?
Objectives:
SWBAT
1. Understand that words are a powerful tool because of how they affect an audience.
(Cognitive)
A. Words can be powerful by illuminating objects, ideas and emotions for their audience.
3. Write and reflect on the power of their words to influence a specific audience.
A. Identify the intended audience of a written work.
SOLs:
7.1 The student will participate in and contribute to conversations, group discussions, and oral
presentations.
d) Use language and style appropriate to audience, topic, and purpose.
7.3 The student will understand the elements of media literacy.
e) Craft and publish audience-specific media messages.
CCSS:
CCSS.ELA-LITERACY.SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific
expectations.)
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Assessments:
Formative:
- Annotations of poems
- The students will be making annotations on William Carlos Williams and Nora
Bradfords poems to help them comprehend the meaning of the text and who the
audience is. These annotations will show me that the students understand the
text. If most of the students understand it then I will move on with the material
and have a few short conferences with the students who do not understand the
material. If the students annotations do not show me that they understand the
text than I will do some review the following day. (1E, 2A)
- Exit Ticket
- The students will write an exit ticket identifying the audience of the poems that
they read. I will sort these post its into two piles: gets it and doesnt get it. I will
write an affirmational note on those who did get it and have a short conversation
or review some material with those who did not, depending on the numbers of
post its in each pile. These post-its will also inform whether or not I suggest that a
student revises their inspirational image. (3A)
Material Needed
- Copies of William Carlos Williams Red Wheelbarrow
(https://docs.google.com/document/d/1yE1eS_UIemr8NF_5QhEdAD9jG9gO-z22esrXk9
EO388/edit?usp=sharing)
- Copies of Nora Bradfords Watermelon
(https://docs.google.com/document/d/1u38uAyGWBVPwvtmnRZcgu5U4xImcu7DSa4nY
Vu_2oRY/edit?usp=sharing)
- Elmo document camera
- Projector and screen
- Things to write with
Technology Usage
I will be using the document camera to help me model the annotation process.
Differentiation
Jakes IEP states that group work needs to be scaffolded. Therefore he will be using today as a
break from group work and will be sitting at the collaborative table in the back of the room alone.
I still expect him to do all of the work, but I will not be asking him to turn and talk to any partners
or have any discussions.
Aniya needs a little bit more challenge, therefore I will be pushing her farther than the others by
asking her more difficult questions, particularly during the portion of the lesson when she is
reading independently.
Procedures
Beginning Room Arrangement: The desks are arranged into five tables of four desks apiece.
There are also soft reading spaces, such as the beanbag corner and two different couches, and
a kidney shaped conference table in the back of the room. When the students enter they know
to pick up handouts by the door, leave their bookbags and class materials at their homebase
seats, and sit anywhere they find comfortable and productive and read their independent book
for the fifteen minute reading caf.