Maus intro lesson 1 - Lesson Plan Teacher Name Wong(Co-teachers Lutz pd.2 Tangherlini pd.3 and ENL Skidelsky pd.8 Subject 10th grade English(E4 Learning

Maus intro lesson 1 - Lesson Plan Teacher Name...

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Lesson Plan Teacher Name : Wong (Co-teachers: Lutz pd.2, Tangherlini pd.3 and ENL Skidelsky pd.8) Subject : 10 th grade English (E4) Learning Objective(s) (1e) : IWBAT understand the context of the Holocaust by reading and analyzing the introduction to the graphic novel Maus . Language Objectives(s): IWBAT make predictions about the book and make connections to my prior knowledge of the Holocaust using phrases such as: I anticipate that this book will be about...because… I predict that this book will be about...because… Common Core State Standards Addressed (1a) : CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Key Shifts in English Language Arts 1. Regular practice with complex texts and their academic language 2. Reading, writing, and speaking grounded in evidence from texts, both literary and informational 3. Building knowledge through content-rich nonfiction
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Connection to Unit Map: Atlas Unit : Modes of Persuasion Mini Unit Connection to Instructional Focus: Hochman Literacy strategies are incorporated into the lesson when appropriate in order to help students write complex sentences. Materials to Be Used (1d): ppt, handout(s), writing utensils, video: Instructional Groupings (1e and f) : Students are seated based on HM and ML learners in order to differentiate pair work, elbow partner’s work, including think pair shares. Students with medical conditions, such as ADD or glasses, will be seated according to their medical and IEP needs. H M L Pd 2: Alfredo, Ciara, Jeremy, Elizabeth Nugget, Haley Gunning, Uwi, Brendon, Shane, Osmiely, Paul, Pd 3: Jada, Tiana, Maya, Jeshua, Imari, Gabriela, Tanairy Pd 7: Triana, Khalil, Kevin, Jeovanny, Carlos, Shantely Caban, Catherine, Amiricle, Angie Pd 8: Thalia, Naih, Leander, Oumar, Crystal, Katrina, Sierra, Destiny Colon, Aquanti, Jendiffer, Rose+ Arlene Pd 2: Jah, Joshua, Kayla, Haley Rivera, Brianna Snow, Elianna,, Ashley, Hayley R., Jessica, Renei, Nytiasia, Pd 3: Luis, Shantely Garcia, Leandro, Juan, Fernando,
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  • Spring '17
  • Wong
  • Maus, Art Spiegelman, Ms. Wong

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