CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

RL2.9

SL2.3RI 2.3

Students write a letter to Henry from the story expressing their point of view on his situation.

(Student work independently

while teachers and principal hold report card meetings.)

Assesssment on letter writing  form

Students rewatch the video on “Henry’s Freedom Box.’

Students compose  a letter to Henry including all five letter parts and with two statements and one question in the body expressing their point of view on his plight in “Henry’s Freedom Box.” 

What would you have done if you were in Henry’s place?

Would you have tried something different? What would it be? Why?

Tues

SL2.3

L2.6

 Students express their opinion on the title given to the Norman Rockwell painting

“The Problem We All Live With.”

Students explain what the title means

and how it relates to Ruby Bridges.

Students describe details from Ruby Bridges

character that can be seen in the painting.

Students explain why or why not they think the title is appropriate for the painting. http://www.nrm.org/2011/05/norman-rockwells-the-problem-we-all-live-with-to-be-exhibited-at-the-white-house/

This painting was recently chosen  to be part of the White House’s permanent collection? Do you think it deserves that honor?

Wed

RL2.6RI2.3

SL2.2

Students answer the question

“What would you do to be free?” based on their viewing of the video

Students write a paragraph describing

the characters, setting, plot, and message.

Students recount in sequence the events of

“Henry’s Freedom Box” after viewing http://www.youtube.com/watch?v=CA0iNLquLZo .

What would you do if you were in

Henry’s place?  What would you do to be free?

Thurs

W2.3

Students  write a narrative

as if they were in the box headed for freedom

 Students write  a rough draft

based on a flow chart to show

sequence of events.

Students write a narrative describing the action

and their thoughts and feelings.

Students use time order words in their essay.

Do you think you might have reacted differently from Henry?

If so, how?

Fri

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1.  biography                    6.thoughts

2. autobiography             7.feelings

3  narrative                      8.action

4. opinion piece                 9.record

5. reasons                     10.linking words

Use of Technology:

   ____ Smartboard

   ____ Student Response System