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Lesson Objectives:
- Work time to finish comparison graphic organizer
- Check parenthetical citations
- Introduce The Most Dangerous Game
- Start reading The Most Dangerous Game as a class, hard copies, chunked
- Pause for questions, complete independently
- Finished early, start comparing and contrasting with other stories
Lesson Goals:
- Students will be able to use parenthetical citations
- Students will finish their comparison graphic organizers.
- Students will begin reading The Most Dangerous Game and independently practice the
skills of predicting and using context clues.
Lesson Products:
- Comparison Graphic Organizer (turned in on Classroom)
- Exit Ticket (collected at the end of class)
- Section 1 & 2 Questions (collected at the end of class)
Overarching Goals:
- Comparing two texts helps students practice critical thinking and reasoning skills that
can be applied to other school endeavours (essays, projects, reading) and the real world
(political ideas, problem-solving, making connections).
- Use of TBE is a repeated skill we have been working on all semester. Students will
continue to use TBE in high school, college, and beyond to back up ideas.
- In our short stories unit, we are teaching students different strategies used by effective
readers. Making predictions and using context clues are two strategies we have yet to
explicitly teach that good readers do all the time.
Learning Styles:
- Musical-rhythmic because students can listen to music during Comparision work time
- Visual-spatial because students will be working with a color-coded template and be able
to see the written agenda, calendar, and learning target
- Verbal-linguistic because students will be listening to the story read aloud by a peer
- Logical-mathematical because students will use evidence and reasoning
- Bodily-kinesthetic because students will be moving from their desks to Story Time
throughout the lesson
- Interpersonal because students will be able to ask each other for help during
Comparison work time
- Intrapersonal because much of class will involve quiet, independent work time
Minute-by-Minute
PARC - What do you feel like you were prepared for? What were you not prepared for? How
prepared did you feel (1-5)?
(5 min.) Take a look at your sticky note, has your prediction changed? Write a new prediction
about what will happen next.
- Share some out
- Names
- Hand into me before leaving
- LNT