Learning Experience Plan Subject: English Grade level: 12
Unit: Creative Writing Day/periods:
Topic: “During reading strategy” for informational text
Content Standards:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Literacy Standards:
Learning Experience Outcomes
Students will:
◦ Make sense of their views censorship within societal norms
◦ Apply the reading comprehension strategy to a text presented.
◦ Explain the significance of generating questions as you read
Learning Experience Assessments
◦ Journaling censorship as a whole and then discussion censorship in regard to culture
◦ Working with a partner and independently to create “I wonder” statements for the article, “Take the Tortillas Out of Your Poetry”
◦ Complete an exit slip with at least one example of their understanding
Differentiation
Approaching
Approaching students will use prior knowledge and personal experience to engage in the activity without too intense of academic implementation. They will also have a model and then partner to practice the skill of generating questions.
On-level
On-level students will have an opportunity to practice skills or reading, writing, speaking, listening, and analyzing throughout the lesson. Each of these will each at some point both exercise a weakness and exhibit strength.
Beyond
Beyond students will be able to challenge each other in the level of proficiency for their statements. Also, the independent practice will give the students an opportunity to introduce the topic of poetry and adapt the statements autonomously.
Curriculum Integration
Materials/Resources
Procedures/Strategies
Black construction paper
Journal/ Board
Discussion
Smartboard/Discussion
“Bookmark”/ Article
Exit Slip
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Room will have several typical objects such as teacher’s desk, chalk, and chairs missing and certain words on posters and the board will be covered up. As students walk in, they will be asked to cover words or brands on their clothing with black construction paper. No information will be provided, if a student asks the purpose, I will simply state “it is not appropriate for today’s lesson.”
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) Students will be presented with a journal: “Does society have the right to limit how we choose to express ourselves? Is there a line society crosses in telling us what is “right” and “wrong”?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) I will open class with a discussion and allow the students to reflect on past experiences: “Talk about a time you have felt you were being forced to limit expression culturally? Did you ever feel like you shouldn’t be proud of your heritage because of the way a certain person or group of people acted towards it?”
Direct Instruction (input, modeling, check for understanding) “Today we are going to work on a reading comprehension strategy called “I wonder” statements that will help us generate questions as we read. If any text can spark questions within your mind, it means you fully understand the information at hand, which is the most important. The text we will work with today is an article about literary censorship and its effects on the writing world. This specific article deals with censorship in poetry, which is a section of creative writing that we will soon be addressing and experimenting with.”
A “bookmark” will be posted on the Smartboard in order me to model what kind of questions is proficient for this strategy. I will use the title of the article, “Take the Tortillas Out of Your Poetry” by Rudolfo A. Anaya, as my modeling excerpt. “Let’s look at the title of our article. When reading a text, one should always begin by reviewing the title and seeing if one can generate questions from it. This title is definitely unique. We can see that it has to do with poetry but I am not necessarily sure what the author is referring to when he mentions “tortillas.” Therefore, an “I wonder” statement for this portion of the text may look something like (written on the Smartboard), “I wonder how the term “tortillas” is incorporated into the relevance of the text and censorship because it seems to be an unrelated topic within the title. It is also important to cite the section of the text that sparked this question in order to support your response. Therefore, underneath the statement I will write, ‘Title’, to explain my claim.” I will then ask if the class has any questions on how to generate questions for the text.
Guided Practice (how students will demonstrate their grasp of new learning) After reading the first paragraph of the article out loud, students will then be paired with a partner and given an “I wonder” bookmark (as shown) in physical form. I will ask students to share their “wonders” and determine whether their statements were confirmed or disconfirmed as they moved through the text. I will ask for volunteers to share their statements and whether or not they were confirmed.
We will read the next few paragraphs of the text out loud and the students will then be asked to independently create “I wonder” statements on another bookmark provided for them after each paragraph.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) On an exit slip, students will be asked: “Explain one thing you have learned about “I wonder” statements and how they can help us engage in self-questioning.”
Independent Practice (what students will do to reinforce learning of the lesson) Students will be asked to find a censored poem and create at least two “I wonder” statements about them. If students do not have a computer or means of researching that night, I will have several printed examples and provide them with it at the end of class.
Unit: Creative Writing Day/periods:
Topic: “During reading strategy” for informational text
Content Standards:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Literacy Standards:
Learning Experience Outcomes
Students will:
◦ Make sense of their views censorship within societal norms
◦ Apply the reading comprehension strategy to a text presented.
◦ Explain the significance of generating questions as you read
Learning Experience Assessments
◦ Journaling censorship as a whole and then discussion censorship in regard to culture
◦ Working with a partner and independently to create “I wonder” statements for the article, “Take the Tortillas Out of Your Poetry”
◦ Complete an exit slip with at least one example of their understanding
Differentiation
Approaching
Approaching students will use prior knowledge and personal experience to engage in the activity without too intense of academic implementation. They will also have a model and then partner to practice the skill of generating questions.
On-level
On-level students will have an opportunity to practice skills or reading, writing, speaking, listening, and analyzing throughout the lesson. Each of these will each at some point both exercise a weakness and exhibit strength.
Beyond
Beyond students will be able to challenge each other in the level of proficiency for their statements. Also, the independent practice will give the students an opportunity to introduce the topic of poetry and adapt the statements autonomously.
Curriculum Integration
Materials/Resources
Procedures/Strategies
Black construction paper
Journal/ Board
Discussion
Smartboard/Discussion
“Bookmark”/ Article
Exit Slip
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Room will have several typical objects such as teacher’s desk, chalk, and chairs missing and certain words on posters and the board will be covered up. As students walk in, they will be asked to cover words or brands on their clothing with black construction paper. No information will be provided, if a student asks the purpose, I will simply state “it is not appropriate for today’s lesson.”
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) Students will be presented with a journal: “Does society have the right to limit how we choose to express ourselves? Is there a line society crosses in telling us what is “right” and “wrong”?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) I will open class with a discussion and allow the students to reflect on past experiences: “Talk about a time you have felt you were being forced to limit expression culturally? Did you ever feel like you shouldn’t be proud of your heritage because of the way a certain person or group of people acted towards it?”
Direct Instruction (input, modeling, check for understanding) “Today we are going to work on a reading comprehension strategy called “I wonder” statements that will help us generate questions as we read. If any text can spark questions within your mind, it means you fully understand the information at hand, which is the most important. The text we will work with today is an article about literary censorship and its effects on the writing world. This specific article deals with censorship in poetry, which is a section of creative writing that we will soon be addressing and experimenting with.”
A “bookmark” will be posted on the Smartboard in order me to model what kind of questions is proficient for this strategy. I will use the title of the article, “Take the Tortillas Out of Your Poetry” by Rudolfo A. Anaya, as my modeling excerpt. “Let’s look at the title of our article. When reading a text, one should always begin by reviewing the title and seeing if one can generate questions from it. This title is definitely unique. We can see that it has to do with poetry but I am not necessarily sure what the author is referring to when he mentions “tortillas.” Therefore, an “I wonder” statement for this portion of the text may look something like (written on the Smartboard), “I wonder how the term “tortillas” is incorporated into the relevance of the text and censorship because it seems to be an unrelated topic within the title. It is also important to cite the section of the text that sparked this question in order to support your response. Therefore, underneath the statement I will write, ‘Title’, to explain my claim.” I will then ask if the class has any questions on how to generate questions for the text.
Guided Practice (how students will demonstrate their grasp of new learning) After reading the first paragraph of the article out loud, students will then be paired with a partner and given an “I wonder” bookmark (as shown) in physical form. I will ask students to share their “wonders” and determine whether their statements were confirmed or disconfirmed as they moved through the text. I will ask for volunteers to share their statements and whether or not they were confirmed.
We will read the next few paragraphs of the text out loud and the students will then be asked to independently create “I wonder” statements on another bookmark provided for them after each paragraph.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) On an exit slip, students will be asked: “Explain one thing you have learned about “I wonder” statements and how they can help us engage in self-questioning.”
Independent Practice (what students will do to reinforce learning of the lesson) Students will be asked to find a censored poem and create at least two “I wonder” statements about them. If students do not have a computer or means of researching that night, I will have several printed examples and provide them with it at the end of class.