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

Socratic Lesson - Lesson Plan Teacher Name Wong(Co-teachers...

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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 formally participate in a Socratic seminar to engage in a discussion on the issues surrounding the Holocaust in order to prepare for our new class reading, Maus. Language Objectives(s): IWBAT use accountable talk stems to hold classmates responsible. ____(name)____, what can you do to test your idea? Based on what you know, what can you predict about __________? ____(name)____, where did you find that information? What assumptions are you making? Have you thought of all the possible solutions? How can you be sure? If ______________continues to ___________, what will be the result? ____(name)____, What is the relationship between __________ and ____________? ____(name)____, which idea would you reject? Why? From what we have learned, what other examples of __________can you cite? A question I have is__________. I agree/disagree with ____(name)____, because….. Common Core State Standards Addressed (1a) : CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 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 Connection to Unit Map: Atlas Unit : Modes of Persuasion Mini Unit
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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: https:// 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.
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  • Spring '17
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