Mothers Tongue Lesson Plan.doc - Acquisition Lesson Plan for the Concept Topic or Skill-Not for the Day Acquisition Lesson Plan Concept The development

Mothers Tongue Lesson Plan.doc - Acquisition Lesson Plan...

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Acquisition Lesson Plan Concept: The development of multiple central ideas Author Name(s): Bonnie Albertson, Ann Lewis, Aleta Thompson [piloted at Laurel and Glasgow high schools, regular and special education. Grade: 11/12 Time Frame: 2 (90 minute) - 3 (50 minute) class periods Pre-requisite(s): Students know how to identify and distinguish between topic, main/central idea and supporting details (topic + details = central idea). Students are familiar with basic genre concepts for informational texts, in this case, personal essay or essay of reflection Common Core Standard(s): RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide and objective summary of the text. E ssential Question: How do authors develop two or more central ideas over the course of an informational text, having these central ideas interact and build on one another to provide a complex analysis of a topic or idea? ----------------------------------------------------------------------------------------------------------------------------- What do students need to learn to be able to answer the Essential Question? Assessment Prompt (AP) #1: Describe or graphically represent the relationship between central ideas and specific details. Assessment Prompt #2: Recognize modes of development within a text passage. Assessment Prompt #3: Identify the rhetorical functions or purposes within a text passage . Assessment Prompt #4: Determine multiple central ideas in an informational text A ctivating Strategy: In order to have students explore different interpretations of the concept “broken,” have students complete a Frayer Diagram or concept map (see Attachment 1 ). Have students compare their preliminary diagrams with a partner, making any revisions or additions they may wish. Tell students to put their diagrams away, but to put them someplace where they can easily find them later, to be used at the conclusion of the lesson. Key Vocabulary Words to Preview : Rhetorical function or purpose: to provide background, examples, explanation, analysis, or commentary Mode of development: exposition, narrative Central ideas (difference between central/main idea and “topic”) Specific details T eaching Strategies: Collaborative Pair; Numbered Heads; Mini-Role Plays; Turn and Talk; Pairs Squared; Multiple Readings of text for different purposes Graphic Organizer(s): Frayer Diagram (or concept map) for the concept “broken” ( Attachment 1 ) What Do You Know About the Speaker? Organizer ( Attachment 2 ) Organizer for Analyzing Central Ideas Which Interact Within an Informational Text ( Attachment 6 ) Materials Needed: Frayer Diagram (or concept map) for the concept “broken” ( Attachment 1 ) for each student What Do You Know About the Speaker? Organizer ( Attachment 2 ) for each student Organizer for Analyzing Central Ideas Which Interact Within an Informational Text ( Attachment 6 ) for each pair of students Albertson, Lewis, Thompson (developed for Delaware Department of Education. 2011) 1 Acquisition Lesson Plan for the Concept, Topic or Skill---Not for the Day

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