Week 2, Day 2
Objectives:CC.9-10.SL.1.c Comprehension and Collaboration: 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.
CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Materials:
Copies of “Let America be America Again,” by Langston Hughes
Classroom set of Monster
Projector, with way of playing http://www.youtube.com/watch?v=RcrgXmyc6KY
Procedures:
*note: this lesson plan assumes we’ve use RT before, so they are working with a method they know.
1. Have students’ desks formed into groups right away, with name tags reading, “Clarifier,” “Summarizer,” “Questioner,” and “Predictor.”
2. 5 min: As soon as bell rings and students are settling into seats, start playing the reading of “Let America be America Again.” As it’s playing, pass out printed version of the poem.
a. After she’s done, have one other student read student out loud for the class—explain that it is helpful with poetry, since it’s designed to be read out loud, to hear multiple voices saying the words as every person might interpret different parts differently.
b. 5 min Ask class, so what’s this poem about? Get a basic sense of themes.
c. 5 min: Post question on board to do a quick write:
i. Based on the themes we talked about with poverty and racism last week, as well as this poem, what is your opinion: does racism exist today in the United States? In what ways? Or what is your evidence to the contrary?
d.10 min: Pose question to class, ask for volunteers and facilitate discussion.
3. 25 minutes min: Explain, ok, we’re going to switch gears, but I want to you to think about these things as you keep reading the book. We’re going to do RT again today, so let’s go over the roles again.
a. Ask different students around room what they are in charge of with their role to check for understanding and recap to the class
b.Remind them that they are in charge of writing down what each person in their group said for their role in their reading journals.
c.Have students use RT to read 89-98, using the roles on their desks. Walk around and help further questions and predicting, as well as assuring each student is on task. Collect quick writes as you walk around.
Assessment/evaluation:
SL.1: Informally assess students’ individual participation, looking for connections of themes and comprehension of the poem and its larger implications.
RI.1: Read quick writes and look for direct connections to text about poverty and racism, as well as the students’ relating the key themes to their own lives.
CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Materials:
Copies of “Let America be America Again,” by Langston Hughes
Classroom set of Monster
Projector, with way of playing http://www.youtube.com/watch?v=RcrgXmyc6KY
Procedures:
*note: this lesson plan assumes we’ve use RT before, so they are working with a method they know.
1. Have students’ desks formed into groups right away, with name tags reading, “Clarifier,” “Summarizer,” “Questioner,” and “Predictor.”
2. 5 min: As soon as bell rings and students are settling into seats, start playing the reading of “Let America be America Again.” As it’s playing, pass out printed version of the poem.
a. After she’s done, have one other student read student out loud for the class—explain that it is helpful with poetry, since it’s designed to be read out loud, to hear multiple voices saying the words as every person might interpret different parts differently.
b. 5 min Ask class, so what’s this poem about? Get a basic sense of themes.
c. 5 min: Post question on board to do a quick write:
i. Based on the themes we talked about with poverty and racism last week, as well as this poem, what is your opinion: does racism exist today in the United States? In what ways? Or what is your evidence to the contrary?
d.10 min: Pose question to class, ask for volunteers and facilitate discussion.
3. 25 minutes min: Explain, ok, we’re going to switch gears, but I want to you to think about these things as you keep reading the book. We’re going to do RT again today, so let’s go over the roles again.
a. Ask different students around room what they are in charge of with their role to check for understanding and recap to the class
b.Remind them that they are in charge of writing down what each person in their group said for their role in their reading journals.
c.Have students use RT to read 89-98, using the roles on their desks. Walk around and help further questions and predicting, as well as assuring each student is on task. Collect quick writes as you walk around.
Assessment/evaluation:
SL.1: Informally assess students’ individual participation, looking for connections of themes and comprehension of the poem and its larger implications.
RI.1: Read quick writes and look for direct connections to text about poverty and racism, as well as the students’ relating the key themes to their own lives.