Reading and Writing PD Assignment Fall 2013

Please post your lesson plan assignment to the blog by December 6, 2013.  You can post it as a comment or a new post. 

As a way to further explore and incorporate the practices of reading and writing instruction that we are working on, each teacher will produce a lesson plan that they will teach in their class. The lesson plan is due on December 6, 2013, as the final requirement of your participation in this PD opportunity.

The lesson should support the overarching goal of preparing students to use textual evidence to support a claim.  Because the skill of using textual evidence to support a claim is large and complex and because you are all teaching different levels, the lesson can focus on one aspect of the skill, such as:

·         A lesson on the skill of focus in personal narrative writing

·         A lesson on the skill of showing in personal narrative writing

·         Close reading of a non-fiction text where students are mining the text for specific evidence focused on one aspect of the reading (the prompt in How to Make Salt Lesson 2 is one example of this). 

·         A close reading of a non-fiction text where students are beginning to write about what they notice about specific evidence (How to Make Salt lesson 1 is one example of this. This is the lesson that Maura taught.)

·         A close reading of a non-fiction text where the students are using evidence from the text to find and write about the main idea of the text (How to Make Salt lesson 3 is one example of this.

·         A close reading of a non-fiction text where students find accurate and relevant evidence that supports a given claim and explain how the evidence supports the claim. (Frederick Douglass lesson 7 is one example of this)

·         A close reading of a non-fiction text where students find accurate and relevant evidence in two texts that supports a given claim and explain how the evidence supports the claim.  (This is what student’s will be asked to do on the TASC)

In our third meeting with Maura on 11/25 we will explore the skill of using textual evidence to support a claim. We will incorporate reading and breakdown the steps to using evidence.

In addition to moving to a common language in the way we talk about reading and writing in our program and with our students, we are also striving to a more common format in our lesson plans. To this end, please include the following components in your lesson plan in this order:

·         Guiding questions and/or objectives

·         Brief description of the lesson

·         List of College and Career Readiness Standards that this lesson addresses

·         Materials needed for lesson

·         The Steps of the Lesson

·         Homework

·         Assessment: this is the place where you may think about feedback, both in class feedback (your comments to students as they are writing and other students’ comments during a sharing session) and after class feedback (your written comments on student work)

·         Any handouts that are part of the lesson